{"id": 20}
The number of male and female shoulb→shouldSPELL [#105] be equal in every subject in→atPREP [#106] universities . There are different oppinions→opinionsSPELL [#107] on this topic . Some people agree with this when→whileOTHER [#108] others give many reasons and present disadvantages of proportional position . I agree with position→the the opinionOTHER [#109] about→ofPREP [#110] accepting equal numbers of male and female ∅→studentsNOUN [#111] . I think universities should practise this . First of all , in that situation all of→∅PREP [#112] students should→wouldVERB:TENSE [#113] feel better ,→∅PUNCT [#114] than in the situation ,→∅PUNCT [#115] when in ∅→aDET [#116] class there are more girls or boys . In different scientific articles or materials it can be founded→foundMORPH [#117] ,→∅PUNCT [#118] that male→menOTHER [#119] and female→womenNOUN [#120] has→haveVERB:SVA [#121] different types and strategies of thinking . I think ,→theOTHER [#122] proportional system of students can helps→helpVERB:FORM [#123] to understand for person both strategies of thinking , look→of lookingOTHER [#124] at the same problem in different ways . Fuithermove→FurthermoreSPELL [#125] , it is ∅→aDET [#126] useful skill not only for studding→studyingVERB [#127] process , but also for life and work . Moreover , it should be noted that ∅→the theDET [#128] number of male and female students influence→influencesNOUN:NUM [#129] behavior . For→Speaking fromOTHER [#130] my own experience ∅→,PUNCT [#131] I can make comparison→a a conclusionOTHER [#132] that choising→choosingSPELL [#133] ∅→theDET [#134] proportional system in education is really very important part . For example :→,PUNCT [#135] in my school I ∅→wasVERB:TENSE [#136] educated in the→aDET [#137] class of girls . ∅→OnlyADV [#138] Only when I was in ∅→theDET [#139] 10th class→grade grade gradeNOUN [#140] ∅→did didVERB:TENSE [#141] the situation changes→changeVERB:SVA [#142] some girls feel→feltVERB:TENSE [#143] uncomfortable and their behavior became worse that→thanPREP [#144] it was earlier . The next reason ∅→isVERB:TENSE [#145] related with→toPREP [#146] ∅→theDET [#147] competition between male and female ∅→studentsNOUN [#148] . Nowadays , it is not ∅→aDET [#149] secret that girls become better in some ways of life than boys . For example , girls move ∅→moreADV [#150] attentivly→attentivelySPELL [#151] than boys , they ∅→areVERB [#152] ready for→toPART [#153] help in higher way→moreOTHER [#154] . But also not all people agree with this extent . So the competition can gives→giveVERB:FORM [#155] objective results for students , professions and reseavehes→researchersSPELL [#156] . Also it is→constitutesVERB [#157] ∅→theDET [#158] reason for self - developing→developmentMORPH [#159] . In conclusion , I would like to say that universities make ∅→theDET [#160] right choise→choiceSPELL [#161] ,→∅PUNCT [#162] when ∅→theyPRON [#163]✅ accept equal number→numbersNOUN:NUM [#164] of male and female ∅→studentsNOUN [#165] in every subject , but it is not availible→availableSPELL [#166] now , case of→becauseOTHER [#167] the general population of male→menOTHER [#168] and female→womenOTHER [#169] is not the same .

{"id": 27}
The diagram presents a population of people→∅OTHER [#307] 65 and over years old since→fromPREP [#308] 1940 to 2040 in Japan , Sweden and ∅→theDET [#309] USA . According to the diagram , a total percent→percentageMORPH [#310] of people 65 and over years old in three countries risen→is to riseVERB:FORM [#311] from 5 - 8 % in 1940 to 23 - 27 % in 2040 . The graph also shows that the lowest proportion of population aged 65 and over in USA and Sweden was in 1940 ∅→,PUNCT [#312] while the lowest proportion of population aged 65 and over in Japan ∅→remained remained remainedVERB [#313] was→asSPELL [#314] continning→continuingSPELL [#315] from 1960 to 1987 . Moreover , there are more differences betwen→betweenSPELL [#316] the Sweden→SwedishOTHER [#317] and USA→AmericanOTHER [#318] line 's→linesNOUN:POSS [#319] behavior and the Japanese line 's behavior than between ∅→the lines forOTHER [#320] Sweden and ∅→theDET [#321] USA ∅→theDET [#322] lines . For example , they have similar periods of rising ( 1940 to 1965 , 1965 to 1985 , 2030 to 2040 ) and similar→the sameOTHER [#323] period of felling→fallingSPELL [#324] ( 1985 to 1990 ) . There→ItPRON [#325]✅ also must be mentioned that Japan was→is expected to beVERB:FORM [#326] on the 3rd place , according to the graph , till 2030 ∅→,PUNCT [#327] when Japanese→∅ADJ [#328] line ∅→of JapanOTHER [#329] took→will takeVERB:TENSE [#330] ∅→the theDET [#331] 1st place ∅→concerning the percentage of the elderlyOTHER [#332] . The proportion of population aged 65 and over in ∅→theDET [#333] USA was the highest in 1940 ∅→,PUNCT [#334] while in 2040 it is ∅→expected to beVERB [#335] the lowest . The average proportion→percentageNOUN [#336] of population aged 65 and over in three countries risen→is to riseVERB:FORM [#337] from 7 % in 1940 to 25 in 2040 . Thus , the percent→percentageMORPH [#338] of people 65 and over years old→years old and overWO [#339] has→isVERB:TENSE [#340] rapidly→predictedVERB [#341] increased→to increaseVERB:FORM [#342] ∅→rapidlyADV [#343] during the century from 1940 to 2040 .

{"id": 30}
Nowadays , in universities a lot of students are studied→studyVERB:TENSE [#388] . Students , as a rule , do n't like any restrictions for them , because they think that they do n't need it→themPRON [#389]✅ . What about equal numbers of male and female students in every subject ? Should universities do it ? I 'm sure that they do n't do it and there are two main reasons of→forPREP [#390] this : an own choice and a problem for universities . The first reason , why universities should not acept→acceptSPELL [#391] equal numbers of male and female students in every subject is that students should do→makeVERB [#392] their own choice without any opinions and restrictions . If a student wants to study a subject ,→∅PUNCT [#393] where there is not a place for him or her , so it is ∅→aDET [#394] problem . She or he ca n't to→∅VERB:FORM [#395] get a good education , because she or he don→doesVERB [#396] not get a place→placementMORPH [#397] for studying . For example , last year my brother dod→didSPELL [#398] not get a place in subject ,→∅PUNCT [#399] which he wanted to study , and now he don→doesVERB:TENSE [#400] not enjoy studying absolutely . The second reason why I do'not→do n'tOTHER [#401] agree with the topic is that , if universities should accept equal members , so it can make some problems . For instance , there are situations ,→∅PUNCT [#402] when a lot of students want to study one subject , and other small group of students wants to study other subjects , so ∅→theDET [#403] problem is how to destingrush→distinguishSPELL [#404] places of subjects equally . It is necessary to understand that it should be fair . To conclude , I believe that universities should not accept equal numbers of male and female students in every subject , because students should make their own choice , and this situation should not be a problem for universities .

{"id": 31}
The graph gives us information about the amount of the population which→whoseDET [#405] age is more than 65 years old in the period from 1940 to 2040 in such countries as Japan , Sweden and USA . The main trend for all these countries is that the number of people whoes→whoseSPELL [#406] age is sixty five and over is increasing . Due to predictions , it will reach a peak by 2040 and it will be about 27 % in Japan , 25 % in Sweden and finally about 24 % in the United States of America . From my point of view , the most interesting situation is in Japan . In ∅→theDET [#407] 1940 ∅→'sNOUN:POSS [#408] there were only five per cent of old people . Then there was a falling→decreaseNOUN [#409] from 1940 to 1960 . In the period from 1960 to 1985 we can not see any changes . From 1985 to today the proportion of ∅→theDET [#410] population of old people is growing . If we look ∅→atPREP [#411] the forecast , in the period from 2030 t0→toOTHER [#412] 2040 there will be a significant rising→increaseNOUN [#413] . To sum up , we can say that people in this→theseDET [#414] countries become older and in the future there will be less→fewerOTHER [#415] young people and as a result it→therePRON [#416]✅ will be less→fewerADJ [#417] people→workersNOUN [#418] who can work in effective way .

{"id": 34}
Some people claim that universities should accept equal amount→amountsNOUN:NUM [#471] of male and female students in every subject . However , it is an→theDET [#472] obvious fact , that there are the→∅DET [#473] opponents of this suggestion . It is a common fact , that pupils after graduation from school are interested in their future professional skills for a good job . The→A biggerOTHER [#474] bigger part of them are going to attend a university for higher education . In addition to the first fact , there→itPRON [#475]✅ should be mentioned that the population of women is bigger than men in general . Of course , there may be some exceptions , but they are not so relevant that it may become possible to ignore this fact . Thirdly , I would like to underline a widespread argument that all people are individuals and only a person can disclose his→decide for themselves which decide for themselves which of theirOTHER [#476] skills and→theirOTHER [#477] abilities ∅→to developVERB [#478] . Additionally , no one can decide what should people→people shouldWO [#479] do→∅VERB [#480] or ∅→shouldVERB:TENSE [#481] not do . Fourthly , an ability to participate in this or that studying activity does not depend on the gender . Some girls are more psychologically prepared for men 's kinds of jobs . Moreover , accepting equal numbers of male and female students can be classified as a gender discrimination which is restricted in modern law society . On the other hand , there are some factors that can make people think of this need of such selection of students like bigger popularity of humanitarian courses than technical ones . There is a way of→toPART [#482] solution of→solveOTHER [#483] such a problem . It would be better to state a strict number of students in general , but not according to their sex . To sum up , I would like to say that I do not agree with people who claim that universities should accept equal number of men and women because of its→theirDET [#484] discriminatory character .

{"id": 40}
Modern life seems to be unfair . We still face discrimination between men and female→womenNOUN [#721] in various spheres : it is particularly true for ∅→delete "OTHER [#722] the ∅→"PUNCT [#723] education . Although I am convinced that manicind→mankindSPELL [#724] can not tolerate with→∅PREP [#725] discrimination between genders , I suppose ,→∅PUNCT [#726] that setting up ∅→delete "OTHER [#727] the ∅→"PUNCT [#728] equal numbers of male and female ∅→studentsNOUN [#729] in every subject is incorrect , because this approach would not take info account some important conditious→conditionsSPELL [#730] and will lead to greater discrimination . Throughout ∅→delete "OTHER [#731] the ∅→"PUNCT [#732] history there has→haveVERB:SVA [#733] always been some subjects that appealed mostly ∅→toPREP [#734] males , while another→otherDET [#735] disciplines were attractive mainly for→toPREP [#736] females . History shows that ∅→,PUNCT [#737] while ∅→menNOUN [#738] the→haveOTHER [#739] men ∅→have alwaysOTHER [#740] were involved→beenVERB [#741] in math or technical disciplines the→,OTHER [#742] women are→have beenVERB:TENSE [#743] mostly involved in art . For instance , according to the statistics in ∅→saint -OTHER [#744] Saint - Perersburg→PetersburgSPELL [#745] , State unuversity→universitySPELL [#746] on the Programme Engineering faculty , the number of male students in much more→higherADJ [#747] than ∅→the number ofOTHER [#748] female student number→studentsNOUN [#749] . Moreover , this order→theOTHER [#750] no→NoORTH [#751] doubt will→the proposed state of things of things wouldOTHER [#752] be unfair . It would humiliate than→theOTHER [#753] rights of both gender 's→gendersNOUN:POSS [#754] . For instance , if there is→wereVERB:TENSE [#755] only two girls ∅→whoPRON [#756]✅ would like to go→applyVERB [#757] enter→forOTHER [#758] math faculty it means→would meanVERB:TENSE [#759] that only two boys can→couldVERB:TENSE [#760] learn math despite on→even thoughOTHER [#761] other pretendends→pretendersSPELL [#762] desiring→wantVERB [#763] to enter→study atOTHER [#764] this faculty . Otherwise→SimilarlyADV [#765] , if only three boys would decide to enter→decided applyVERB [#766] ∅→forPREP [#767] Foreign language department it would mean that only three places would be available for girls in spite of ∅→theDET [#768] total number of empty places→vacanciesOTHER [#769] . In conclusion , I believe that we should struggle→fightVERB [#770] with→againstPREP [#771] discrimination . Setting ∅→upPART [#772] numbers like this is not efficient and→orCONJ [#773] unfair→fairADJ [#774] .

{"id": 47}
According to the chart the population of elderly people in Japan , Sweden and USA has been growing during the period between 1940 to→andOTHER [#977] 2040 years . Firstly , it I→isSPELL [#978] significant to emphasize ,→∅PUNCT [#979] that the least ammount→percentageNOUN [#980] of people aged 65 and over was in Japan in 1940 . Practically a half more than this we can see in USA . So , ∅→theDET [#981] Swedish ∅→elderlyNOUN [#982] are just in the middle . Next , it is important to note , that the propotion→proportionSPELL [#983] between→ofPREP [#984] eldery→elderlySPELL [#985] people in USA and Sweden was increasing slightly till 1990 's , while the feagure→figureSPELL [#986] ,→∅PUNCT [#987] that characterize→characterisesMORPH [#988] Japaneese→JapaneseSPELL [#989] was declining→declinedVERB:TENSE [#990] till 2000 's . Besides , it is obvious ,→∅PUNCT [#991] that near the year of 2010 the population began to rise . At this point the ammount→amountSPELL [#992] of old people in Sweden reached a quantity→levelNOUN [#993] of 20 % . Then , we ca n't ignore the fact , that ∅→,PUNCT [#994] according to the predictions ∅→,PUNCT [#995] by the year of 2040 the population of eldery→elderlySPELL [#996] people will be→have reachedVERB [#997] from 23 % to 27 % . To sum up , it is clear ,→∅PUNCT [#998] that in ∅→theDET [#999] feature→futureNOUN [#1000] there will be more people aged 65 and over than it→therePRON [#1001]✅ is→areVERB:SVA [#1002] nowadays .

{"id": 50}
" Males and females " - is the main topic in our world . Everyone try to find the the differences between two types of human . During the long period people believe that man should has more rights that→thanSPELL [#1071] woman . But now all of as are " the same " . Nowadays we may find the problem of sexes in the job area or professional area . All of us understand that for giving a job you need to have a special education . In our case - it will be the higher education - study at university . So there is an opinion that every faculty should accept equal numbers of females and males . I have to→twoSPELL [#1072] arguments . One of the→themPRON [#1073]✅ will be for that idea and the second will be against . As for me , it will be right if women will have the same rights in all of the spheres . I know there is a common opinion that the most amount of men are mathematics and think more logical , among of them there is a plenty of great scientist . But it 's not fair to think so , because women may use information in different way . I mean that women may find truly " new ways " in mens areas . As the example I may name Maria Curi→CurieSPELL [#1074] who made a real revolution in science where traditionaly→traditionallySPELL [#1075] were occupied only males . The argument against is not very complicated , but strong . I think that universities should n't accept equal numbers in every subject . That 's because men have much possibilities than women . They have another minds and nature . Women body have another musculs→musclesSPELL [#1076] , they are thiner→thinnerSPELL [#1077] and their height is not so much . To sum up , it 's important to find yourself but if you are a woman and you want to do the man job no one should'n stop you , and it 's the main . To be equal rights , but not in everything .

{"id": 52}
Today there is→areVERB:SVA [#1103] a great number of discussions about male / female relationships . One of them is should→whetherPREP [#1104] male and female students ∅→shouldVERB:TENSE [#1105] work together ∅→,PUNCT [#1106] and even more -→,PUNCT [#1107] in equal numbers . Some people lelieve→believeSPELL [#1108] that it 's inappropriate , to make universities accept equal numbers of male / female students , others agree that it will improve ∅→theDET [#1109] current situation in education . There exist strong arguments of→onPREP [#1110] both sides of this disscussion→discussionSPELL [#1111] , which implies that it is worth examining all points of view before reaching any conclusion . First of all , there→itPRON [#1112]⚠️ is a necesity→necessaryOTHER [#1113] to say that one of the advantages of these→thisDET [#1114] type→systemNOUN [#1115] of accepting students is the equallity→equalitySPELL [#1116] between men and women . Equall→equalSPELL [#1117] numbers mean equall→equalSPELL [#1118] opportunities for people , without ∅→genderNOUN [#1119] discrimination sexes→∅NOUN [#1120] . Moreover , there is→areVERB:SVA [#1121] a→∅DET [#1122] plenty of scientist 's→scientificOTHER [#1123] researchs→researchesSPELL [#1124] convincing→concludingVERB [#1125] that working between→inPREP [#1126] male and female→mixedOTHER [#1127] groups of people→men and womenOTHER [#1128] in equall→equalSPELL [#1129] proportions gives a→∅DET [#1130] much more favor→benefitNOUN [#1131] . Also , this type of proportion helps members of each→eitherOTHER [#1132] group→genderNOUN [#1133] interact with others ∅→moreADV [#1134] easily ,→∅PUNCT [#1135] that→thanPREP [#1136] when there is a disproportion . Another point of view is that such→thisOTHER [#1137] type of accepting students is useless and pointless . Supporters claim that such thing→approachNOUN [#1138] can destroy the real competition between→amongPREP [#1139] students , which is based on knowledge , not on female / male→a man whetherOTHER [#1140] you are ∅→a manOTHER [#1141] or not→a womanOTHER [#1142] . Another drawback of equall→equalSPELL [#1143] accepting→admissionNOUN [#1144] numbers is that it can crushed→crushMORPH [#1145] all→the wholeOTHER [#1146] system of university 's→∅NOUN:POSS [#1147] academic freedom ∅→asPREP [#1148] -→theOTHER [#1149] government will give→dictateVERB [#1150] concrete→theOTHER [#1151] numbers of students ,→∅PUNCT [#1152] who schould→shouldSPELL [#1153] study in→atPREP [#1154] universities . And one of the most convincing arguments againts→againstSPELL [#1155] equall→equalSPELL [#1156] proportions between→ofPREP [#1157] male / female students is that there is no any→∅DET [#1158] correlation or connection between knowledge and which sex do you have . And I am→IOTHER [#1159] firmly believe in that . Since the Medievel→MedievalSPELL [#1160] times , people fight→have foughtVERB:TENSE [#1161] against discrimination , for modern→theOTHER [#1162] society with equall→equalSPELL [#1163] rights for everybody . And for the first time , this meosure→measureSPELL [#1164] for accepting equall→equalSPELL [#1165] numbers of students seems like justice , lut→butSPELL [#1166] it is not ∅→aDET [#1167] real→reallyMORPH [#1168] suitable criteria→criterionNOUN:NUM [#1169] for competition between→amongPREP [#1170] students . There is no shame if men are good at law and women in→atPREP [#1171] teaching as there is no any→∅DET [#1172] discrimination between them in case of disproportion . Considering all arguments , it can be concluded that the idea of universities accepting equal number of male / female students is not good of→atOTHER [#1173] all .

{"id": 56}
It can not be denied that men in comparison with women have always had more preferable social position for→inPREP [#1282] many countries . However , nowadays that→thisDET [#1283] problem does n't→notCONTR [#1284] seem so crucial any more . It is generally agreed that both men and women have equal rights . That is why , it is declared that equal number→numbersNOUN:NUM [#1285] of male and female students should be accepted to Universities→universitiesORTH [#1286] . But is it really so ? Frankly speaking ∅→,PUNCT [#1287] it seems to me that such ∅→anDET [#1288] idea is n't→notCONTR [#1289] worth doing→relevantOTHER [#1290] as students should be accepted in accordance→accordingOTHER [#1291] with→toPREP [#1292] their mental abilities , exam results and→talentsOTHER [#1293] personal talants→talentsSPELL [#1294] and capabilities→∅OTHER [#1295] . Only in that→thisDET [#1296] case , justice and equality can be reached . Besides , it also must be→must be alsoWO [#1297] pointed out that there is a tendency for both groups to choose particular→certainADJ [#1298] subjects . It is is undeniable that math , physics , engeneering→engineeringSPELL [#1299] are more preferable among boys , while girls are interested in literature , languages , and so on . However , it ca→canCONTR [#1300] n't→notCONTR [#1301] be called an unehiable→unreliableSPELL [#1302] rule , and of course , there are a plenty of exceptions . What is more , ∅→theDET [#1303] population also need to be taken into account , as in some countries , the number of women prevaile→prevailSPELL [#1304] . For instance , in some Universities→universitiesORTH [#1305] with technical subjects there ∅→areVERB [#1306] only 10 girls and 20 boys in ∅→a aDET [#1307] group . Nevertheless , some ∅→peopleNOUN [#1308] would say ,→∅PUNCT [#1309] that such ∅→aDET [#1310] situation will be→isVERB:TENSE [#1311] substantial for people ∅→in orderOTHER [#1312] to protect of their rights for getting education , especially for women who still can→can stillWO [#1313] face the problem of discrimination . In conclusion , it should be pointed out that every person has equal rights regardless of sex , social position , money , religion and race . That is why ∅→IPRON [#1314]✅ strongly believe that equal number→numbersNOUN:NUM [#1315] of male and female students does n't→notCONTR [#1316] seem so vital for realising→havingVERB [#1317] an opportunity of getting an education . The quantity→numberNOUN [#1318] of students should depend on their knowledge and capabilities and→butCONJ [#1319] not on sex .

{"id": 61}
The diagram presents a→theDET [#1413] number→percentageNOUN [#1414] of people after→∅PREP [#1415] 65 years old in percentage from number of all people→and overOTHER [#1416] . The indicators→∅NOUN [#1417] are devided→dividedVERB [#1418] on 3→give for the threeOTHER [#1419] groups→forOTHER [#1420] with→theOTHER [#1421] ∅→threeOTHER [#1422] countries :→-PUNCT [#1423] Japan , Sweden and ∅→theDET [#1424] USA , and shows→showVERB:SVA [#1425] changes in the 100 ∅→-PUNCT [#1426] year period from 1940 to 2040 . The population aged 65 and over from→inPREP [#1427] Japan was only 5 percent in 1940 . Then there was ∅→aDET [#1428] slightly→slightMORPH [#1429] decrease for 20 years period and it was a→∅DET [#1430] constant ∅→over theOTHER [#1431] next 20 years→∅OTHER [#1432] . After 1980 it become→beganVERB [#1433] to increase slightly . According to ∅→the graph theOTHER [#1434] graph this increase will be continued and in 2030 ∅→the percentageOTHER [#1435] will go up dramatically to 25 percent . In Sweden the number→portionNOUN [#1436] of ∅→elderlyADJ [#1437] people in 1940 was about 7 percent . Between 1940 and 1980 this ∅→percentageNOUN [#1438] number was increasing→increasedVERB:TENSE [#1439] . After that there was ∅→aDET [#1440] slight fall and than→thenSPELL [#1441] ∅→aDET [#1442] sharp rise . The same situation will be between 2010 and 2040 . The numbers→percentage percentage numberNOUN [#1443] will reach almost 25 percent . In the USA there were almost 10 percent aged→of elderlyOTHER [#1444] people in 1940 . Between 1940 and 1980 it was a little more→higherADJ [#1445] than in Sweden . After 1980 the indicators→figuresNOUN [#1446] were stable and after 2020 ∅→theyPRON [#1447]✅ will rise to 23 percent in 2040 . To sum up , it can be seen from the graph ∅→thatDET [#1448] , the number of people aged 65 and over ∅→isVERB:TENSE [#1449] increase→increasingVERB:FORM [#1450] and will reach the number nearly 25 percent to→inPREP [#1451] 2040 in all countries .

{"id": 64}
It can be suggested that it is necessary to accept equal amount girls and boys in every subject in the Universities . However , this statement→situationNOUN [#1515] has some advantages and disadvantages . Nowadays , there is no doubt that disadvantages of this statement→approachNOUN [#1516] are less valuable→seriousADJ [#1517] than proccess→the achievements it can bringOTHER [#1518] . To begin with ∅→, let 's considerOTHER [#1519] the point about discrimination→discriminatingMORPH [#1520] male and→orCONJ [#1521] female students in Universitet→universitySPELL [#1522] , if they should→do notOTHER [#1523] study every subject in equal numbers . Probably , some of them do not want to study some subject , for example , girls do not prefer physical culture , at the same time , boys are keen on sport more than ∅→onPREP [#1524] literature . As a result , there are some problems . One more of the main argument is that studing together ∅→can helpVERB [#1525] male and female students can help→∅OTHER [#1526] to socialized→socializeMORPH [#1527] them→socializeOTHER [#1528] . Besides , it can be seen from the life , that men are good at one→someDET [#1529] aspects and women are the best→betterOTHER [#1530] in other questions→issuesNOUN [#1531] . They can help to→∅PREP [#1532] each other to know→learnVERB [#1533] something significant and usufull→usefulSPELL [#1534] , because nobody knows all→everythingPRON [#1535]✅ in this life . However→? ? ?OTHER [#1536] , ∅→ifPREP [#1537] if was→there wereOTHER [#1538] equal amount→numbersNOUN [#1539] of male and female students , it→theyPRON [#1540]⚠️ can→easilyOTHER [#1541] easy→easilyMORPH [#1542] to→∅VERB:FORM [#1543] work in pare→pairsNOUN [#1544] . Unfortunatelly→UnfortunatelySPELL [#1545] , not all students are→∅VERB:TENSE [#1546] prefer to work ∅→such inOTHER [#1547] such ∅→aDET [#1548] way . Usually it is more pleasant for girls to communicate with the same category→genderNOUN [#1549] , because they have the same hobbies . More than that , usually male→menOTHER [#1550] and female→womenOTHER [#1551] can embrassed→embarrassVERB [#1552] each other and it also can ∅→beVERB [#1553] a problem , if there→theirDET [#1554] ∅→numbersNOUN [#1555] are not the same numbers of men and women→∅OTHER [#1556] . To sum up , it can be concluded , that the→unequalOTHER [#1557] discrimination→numbersNOUN [#1558] to→ofPREP [#1559] all students in groups to the equal→male and femaleOTHER [#1560] amount→studentsNOUN [#1561] can break their writs→cause discriminationOTHER [#1562] . However→BesidesADV [#1563] , there are more advantages of→inPREP [#1564] this ∅→approach ,OTHER [#1565] and it is possible to create some programms→programmesSPELL [#1566] in ∅→universities with equal numbers of students of eitherOTHER [#1567] Universities→universitiesORTH [#1568] .

{"id": 68}
In ∅→theDET [#1640] 21st centary→centurySPELL [#1641] women 's rights are practically the similar→sameADJ [#1642] with→asPREP [#1643] men 's rights . Women can vote and be voted→electedVERB [#1644] , teach and work in international corporations , do business and play sports and even go→serveVERB [#1645] to→inPREP [#1646] the army in some countries . I believe that all humans→humanMORPH [#1647] ∅→beingsNOUN [#1648] should have the same rights without an→anyDET [#1649] exception of→forPREP [#1650] university subjects . To my mind , there is no faculty where women ca n't study at all , but I pretend→contendVERB [#1651] that both male→girlsOTHER [#1652] and female→boysOTHER [#1653] must have the similar→sameADJ [#1654] chances to pass the→∅DET [#1655] exams and go→enrollVERB [#1656] to→atPREP [#1657] the university . This system works in Russia . Teenagers pass their exams and ∅→aDET [#1658] university compare→comparesVERB:SVA [#1659] their results independently→regardlessADV [#1660] of the sex→genderNOUN [#1661] of person→an an applicantOTHER [#1662] . The system when there are strictly half of→∅PREP [#1663] men and half of→∅PREP [#1664] women on→inPREP [#1665] each subject ca n't be honest because of the proportion ∅→of the two gendersOTHER [#1666] . For example , in Sweden there are 60 % girls and 40 % boys . Using this system boys have more complicated→a tougherOTHER [#1667] competition than girls . The second argument against equal number is historical examples . Men were→have always beenOTHER [#1668] more successful than women in all spheres for→inPREP [#1669] all the countries . It is ∅→not a not a not aOTHER [#1670] uninversale→universalSPELL [#1671] process : there are some exceptions and examples such as Nefertiti , Tatcher→ThatcherSPELL [#1672] of→orSPELL [#1673] Hewston→HoustonSPELL [#1674] , but in general men are more talented chairmen , doctors , cookers , presidents and sportmen→sportsmenSPELL [#1675] . So , when there is an equal number of male and female students some men ,→have competedOTHER [#1676] who→haveOTHER [#1677] completed→competedVERB [#1678] only with the→boysOTHER [#1679] boys ,→∅PUNCT [#1680] wo n't have→getVERB [#1681] an education→educationalMORPH [#1682] ∅→degreeNOUN [#1683] even ∅→ifPREP [#1684] he→theyPRON [#1685]✅ is→areVERB:SVA [#1686] stronger in some sphere than the→∅OTHER [#1687] girl→girlsNOUN:NUM [#1688] . I suppose that similar rights is one of the busical→basicSPELL [#1689] rules of modern world , but there is no chance to→people will everOTHER [#1690] realize→realiseMORPH [#1691] ∅→theDET [#1692] system of equal ∅→numbers ofOTHER [#1693] male and female students only because it is dishonest .→Тимофеева СOTHER [#1694]

{"id": 71}
Sugested→The givenOTHER [#1704] chart below gives to→∅PREP [#1705] us innformation→informationSPELL [#1706] about the proportion of the population aged 65 and ove→overSPELL [#1707] between 1940 and 2040 in ∅→theDET [#1708] USA , Japan→Japan ,WO [#1709] and Sweden . First of all , population→the percentageOTHER [#1710] of this people→categoryNOUN [#1711] in Japan was the most→theOTHER [#1712] little→lowestADJ [#1713] from 1940 to 2030 . From 1940 to 2000 the population→peopleOTHER [#1714] aged 65 and over was→made upVERB [#1715] about fife→fiveSPELL [#1716] percent .→of five Japanese populationOTHER [#1717] In 2040 this population→age groupNOUN [#1718] in Japan will be biger→biggerMORPH [#1719] and ∅→willVERB:TENSE [#1720] consist of more than twenty fife percents→percentNOUN [#1721] .→∅PUNCT [#1722] Americans→AmericanMORPH [#1723] citizens aged 65 and over were ∅→theDET [#1724] the biger number of people→biggest portionOTHER [#1725] from 1940 to 1998 . In 1940 it was 10 percent and in 1999 it was 14→∅OTHER [#1726] percents→percentNOUN:NUM [#1727] .→∅PUNCT [#1728] After 2000 , line→the percentageOTHER [#1729] of this american→AmericanORTH [#1730] population are→sectorOTHER [#1731] increasing→increasedVERB:FORM [#1732] . I→InSPELL [#1733] 2040 it ∅→willVERB:TENSE [#1734] consist of 23 percents→percentNOUN:NUM [#1735] of all→the wholeOTHER [#1736] population . Whith→withSPELL [#1737] the help of this , we can say , that borning→burningSPELL [#1738] in the the USA was feeling all the time . The Sweden proportion of the population aged 65 and over has→hadVERB:TENSE [#1739] a lot of feelining→fallsNOUN [#1740] and increasing .→increasesOTHER [#1741] In 1940 this propotion→proportionSPELL [#1742] was 5 percent from→ofPREP [#1743] all population , and this→ItPRON [#1744]⚠️ was increasing→increasedVERB:TENSE [#1745] to 20 percent in 2015 . After this , the line of proportion was feeling→is expected to fallVERB [#1746] to 17 percents→percentNOUN:NUM [#1747] in 2030 , and after this inereasing→that to to increaseOTHER [#1748] to 25 percents→percentNOUN:NUM [#1749] in 2040 . As aresult→a resultORTH [#1750] ,→∅PUNCT [#1751] we can name the same dinamic→dynamicsSPELL [#1752] of increasing ∅→theDET [#1753] proportion of the population aged 65 and over in this→theseDET [#1754] countries . This graph shows us ,→∅PUNCT [#1755] that ∅→a in future about aOTHER [#1756] qualer→quarterSPELL [#1757] of the population is→will be beVERB:TENSE [#1758] old people ,→∅PUNCT [#1759] and borning→burningSPELL [#1760] was decling→decliningSPELL [#1761] or level of life in this countries was increasing .

{"id": 72}
There is ∅→anDET [#1762] opinion , that universities should have ∅→anDET [#1763] equal amount→numberNOUN [#1764] of male and female students in every subject in ∅→theDET [#1765] society . I disagree whith→withSPELL [#1766] this position . Firstly , it ∅→isVERB [#1767] good to say , that there are subjects , which are prefered→preferredVERB:INFL [#1768] only by boys or girls in→atPREP [#1769] universities . For example , on low→a lawOTHER [#1770] faculty , only girls like family law , and it is imposible→impossibleSPELL [#1771] to have equal numbers of male and female ∅→studentsNOUN [#1772] on this subject . Secondly , to my mind , ∅→theDET [#1773] level of education doestn→doesSPELL [#1774] ∅→n'tCONTR [#1775] depend from→onPREP [#1776] ∅→theDET [#1777] equal amount→numberNOUN [#1778] of boys and girls . There are no logical opinions , how it depends from→onPREP [#1779] it . Another people supose→supposeSPELL [#1780] , thet→thatSPELL [#1781] it can help us to go from one step of our socializing : communication with girls and boys , what→thatPRON [#1782]✅ will help us in our future . I think it is wrong . We have got oppotunities→opportunitiesSPELL [#1783] to communicate with male or female ∅→studentsNOUN [#1784] in our childhood ( school etc . ) . University is a proffesional→professionalSPELL [#1785] level of our education and we should should study hard , and nothing ca→canCONTR [#1786] n't→notCONTR [#1787] change it . Moreover , we have ∅→aDET [#1788] briliant→brilliantSPELL [#1789] example , when in war→militaryOTHER [#1790] universities study only boys , and they have ∅→anDET [#1791] awersome→awesomeSPELL [#1792] education after ∅→theDET [#1793] university in Russia . Of course , boys like ∅→to beVERB:TENSE [#1794] situate→situatedVERB:FORM [#1795] with girls , but this is not for education . Male→maleORTH [#1796] and female ∅→studentsNOUN [#1797] can communicate with each othe→otherSPELL [#1798] after their studing→studyingSPELL [#1799] . In conclusion , it will be good to→forPREP [#1800] all , that if male ∅→studentsNOUN [#1801] stady→studySPELL [#1802] without→studyOTHER [#1803] female ∅→onesNOUN [#1804] , ∅→theDET [#1805] level of education will not dicline→declineSPELL [#1806] . There are a lot of wrong opinion→opinionsNOUN:NUM [#1807] about ∅→the universities 'OTHER [#1808] universities'es→universitiesOTHER [#1809] education in society , and this theory is one of them .

{"id": 74}
Have you ever noticed the number of men and women around ∅→youPRON [#1825]⚠️ in the university ? Not so many people give the right answer for→toPREP [#1826] this question . But some persons→peopleNOUN [#1827] consider→believeVERB [#1828] that the→educationalOTHER [#1829] institutes→institutionsMORPH [#1830] should accept the equal amount→numbersNOUN [#1831] of girls and boys in every faculty . They believe it to be more effective for educational process . But is it really so ? Of course , there is the→aDET [#1832] huge number of people who are against this statement . First of all , it should be noticed that all statutes of the international law prohibit the→anyDET [#1833] discrimination in this sphere . Secondly , there are a lot of subjects→areasNOUN [#1834] which demand→giveVERB [#1835] only→preference toOTHER [#1836] female or only→∅ADJ [#1837] male ∅→studentsNOUN [#1838] ( for example : nursury→nursingSPELL [#1839] , some kinds→fieldsNOUN [#1840] of medicine and policy→politicsNOUN [#1841] ) . It 's really important to take→acceptVERB [#1842] only girls or boys there because of the specific requarements→requirementsSPELL [#1843] ( mental or phychological→psychologicalSPELL [#1844] characteristics ∅→,PUNCT [#1845] for instanse→instanceSPELL [#1846] ) . It is impossible to imagine a girl who drives a train or a huge submarine . That 's why these faculty→departmentsNOUN [#1847] accept only male ∅→studentsNOUN [#1848] . But ∅→,PUNCT [#1849] on the other hand ∅→,PUNCT [#1850] there are a lot of subjects which suit→are suitableOTHER [#1851] for ∅→bothDET [#1852] girls and boys both→law universitiesOTHER [#1853] : jurisprudence→lawNOUN [#1854] , economics→∅NOUN [#1855] , politics→∅NOUN [#1856] and so on in the→others ,OTHER [#1857] universities . And , of course , it is really interesting and easy then→whenADV [#1858] the amount→numbersNOUN [#1859] of ∅→male andOTHER [#1860] male ∅→andCONJ [#1861] female is→sudents areOTHER [#1862] equal . For example , my group has 12 boys and 12 girls - it is very convinient→convenientSPELL [#1863] for some teachers to make→divideVERB [#1864] us to→intoPREP [#1865] different small groups for pojects→projectsSPELL [#1866] or tests and so on . To sum it up ∅→,PUNCT [#1867] I can say that I completely agree with the statement that the→∅DET [#1868] universities should not accept the strong→rigidlyADV [#1869] established member of students ( equal amount→numbersNOUN [#1870] of male and female ) . It should be resolved occasionally !→when necessary Тимофеева СOTHER [#1871]

{"id": 75}
The graph illustrates the amount→percentageNOUN [#1872] of people aged 65 and under→∅PREP [#1873] over ∅→inPREP [#1874] the period of 100 years between 1940 and 2040 . The countries of observation are Japan , Sweden and the USA . In the 1940→1940 theWO [#1875] percentage of ∅→theDET [#1876] population aged 65 and over was the highest in Japan , then goes→cameVERB [#1877] Sweden and the United States . Then population in Japan and Sweden increased slightly up to 10 % in 1962 and after ∅→thatDET [#1878] to 15 % in 1982 . After that numbers→the the proportionOTHER [#1879] of Japan started to decline slowly . However , they are supposed→expectedVERB [#1880] to rise rapidly after 2020 . Notisable→apparentlyADV [#1881] , in the USA ∅→theDET [#1882] population of people aged 65 and over was declining between 1940 and 1990 . when→ThenADV [#1883] it started to grow In the 2030 it 's predicted to be→∅OTHER [#1884] an enormous rise ∅→is predictedVERB [#1885] in ∅→the elderlyOTHER [#1886] population in America ∅→whereADV [#1887] which→itPRON [#1888]⚠️ will reach a pear→peakNOUN [#1889] of about 27 % in 2040 . Overall , the graph shows that in ∅→theDET [#1890] past population of 65 and over was fluctuating but in about→byOTHER [#1891] 2030 numbers→its its percentagesOTHER [#1892] of→inPREP [#1893] these countries are considered to go up sharply .

{"id": 81}
The amount→numberNOUN [#2075] of elderly people living in Japan , Sweden and the USA in→duringPREP [#2076] different years is given on→inPREP [#2077] the data presented . The first feature which can be clearly seen→seen clearlyWO [#2078] is that the percentage of humans over 65 years is growing rapidly in all of these states . Probably , such scientists ' predictions will not be→comeVERB [#2079] realized→trueOTHER [#2080] because the previous years trends indicate another tendencies . According to ∅→theDET [#2081] researches→researchersMORPH [#2082] , the proportions of elderly people in population are→will beVERB:TENSE [#2083] much more→∅ADJ [#2084] higer→higherSPELL [#2085] in comparison with 2020 or earlier trends ( about 25 % in 2030 and 5 - 15 % in 2000 respectively ) . Analizing→AnalyzingSPELL [#2086] the information shown , it should be mentioned also→also be mentionedWO [#2087] that in the USA and Sweden there was→will beVERB:TENSE [#2088] a→anDET [#2089] upword→upwardSPELL [#2090] trend in ∅→theDET [#2091] percentage of people which→whoPRON [#2092]✅ are 65 years old and over from 1940 to 2040 . As for Japan , some fluctuations can be observed on the graph . There was a decline from 1940 to 1960 , but a rising→riseMORPH [#2093] of→inPREP [#2094] ∅→theDET [#2095] level of elderly people can be seen from 1980 to 2040 . Japan is assumed→expectedVERB [#2096] to be a leader in such percentage after 2030 year .

{"id": 83}
The line graph analyzes→showsVERB [#2128] information about changes in the proportion of population aged 65 and over between 1940 and 2040 in three different countries . These counties are Japan , Sweden and the USA . According to the graph it→therePRON [#2129]✅ will be a great rise in the proportion of people aged 65 and over in Japan from 10 % in 2020 to 27 % in 2040 . But before it there will be no any→∅DET [#2130] significant changes since the percentage of people aged 65 and over has the tendency to be about 5 - 10 % . As for the USA and Sweden the proportion of 65 years old population is flunctuatiry→fluctuatingSPELL [#2131] during the all→wholeOTHER [#2132] period of time . Both the USA and Sweden will reach the top in the percentage of population aged 65 and over in 2040 . It will be about 25 % . To sum it up , the most significant chaeyes→changesSPELL [#2133] is→will beVERB:TENSE [#2134] in Japan .

{"id": 88}
It has been suggested , that it would be better , if male and female students should be→wereVERB:TENSE [#2199] separated by equal numbers for every subject . I strongly agree with this idea , but in some cases it could not be acceptable . First of all , a lot of scientific researchers→researchesMORPH [#2200] in the sphere of man and women phichology→psychologySPELL [#2201] exist , which prove the the fact of different understanding the same situations between mail→maleNOUN [#2202] and female . Female can see some detales→detailsSPELL [#2203] , that are hidden from males ' eye ; but women , as a rule , are too emotional , that does not allow them to analize→analyzeSPELL [#2204] particular situations . Men in this matter are more sutable→suitableSPELL [#2205] . Thus , the balance of male and female for every subject helps to find different points of view , and discuss the problem " from all sides " . Opposite , bodys→physical abilitiesOTHER [#2206] of man and women differ from each other , men , as usual , are more phisically→physicallySPELL [#2207] developed , that gives him→themPRON [#2208]✅ an opportunity to do things ∅→,PUNCT [#2209] which could not be done by women . So , according ∅→toPREP [#2210] that , it is not compulsory to accept equal number of male and female students for subjects connecting with using a power . Therefore , the idea of acception→acceptingSPELL [#2211] equal number of male and female students is rather new and interesting , moreover ∅→,PUNCT [#2212] it has a practical benefit in some cases . I think , that it will be great if this strategy were→isVERB:TENSE [#2213] used by universities and schools , because it could ras→riseSPELL [#2214] an important→importanceMORPH [#2215] of→inPREP [#2216] education sistem→systemSPELL [#2217] and help to rise it for higher level . But unfortunately , I guess , it would be too hard to use it in real life by the spestor→spectrumNOUN [#2218] of reasons .

{"id": 89}
The graph presents data about ∅→theDET [#2219] proportion of population aged 65 and over in Japan , Sweden and the USA from 1940 to 2040 . To start with , in the first 50 years ( from 1940 to 1990 ) the changes of→inPREP [#2220] this→theseDET [#2221] proportions were rather similar in the USA and Sweden ( both of them increased on→toPREP [#2222] =→aroundOTHER [#2223] 7 % ) , while the same propotion→proportionSPELL [#2224] in Japan fell ( from 5 % to 2,5 % ) . After that the percentage had various→and is predicted to have differentOTHER [#2225] development→growthNOUN [#2226] in the all→threeDET [#2227] countries . As it is presented in the graph , there were no serious changes in the USA and this proportion→population sectorNOUN [#2228] developped→increasedVERB [#2229] on→toPREP [#2230] the rage→rateNOUN [#2231] of 15 % . Also , according to this comparison→WHENOTHER [#2232] , the→? ThePUNCT [#2233] situation has→changes alsoOTHER [#2234] changed→changesVERB:FORM [#2235] in Sweden→∅OTHER [#2236] . For instance , there was a growth to 20 % in 2010 and a slight decrease to 18 % ∅→is expectedVERB [#2237] in 2020 . However , the amount→percentageNOUN [#2238] of ∅→peopleNOUN [#2239] 65 and over years old→years old and overWO [#2240] people→∅NOUN [#2241] has risen in Japan since 1990 . Taking all→everythingPRON [#2242]⚠️ into account , despite the fact that all countries have developped→developedSPELL [#2243] differently the→theyPRON [#2244]✅ have one similar tendency : it→therePRON [#2245]⚠️ is a sudden growth of→inPREP [#2246] this proportion ∅→expectedVERB [#2247] in every country since 2030 .

{"id": 90}
In today 's world the problem of equalty→equalitySPELL [#2248] of men and women in every subject in the university is rather topical . There are several opinions on this issue . On the one hand , it is believed that there is no matter→pointNOUN [#2249] in acceptance of such→thisOTHER [#2250] kind of equality . On the other hand , it is considered that these changes should be obligatary→obligatorySPELL [#2251] accepted . To begin with , I am in favour of such ∅→aDET [#2252] point of view that there is no neccesity in the→∅OTHER [#2253] establishing of→∅PREP [#2254] this→theseDET [#2255] rules . Firstly , every knowledge and skills are developped→developedSPELL [#2256] by everyone individually withought→withoutSPELL [#2257] separation in→onPREP [#2258] the base→basisMORPH [#2259] of gender . What I mean is that there is no difference if you are a man or a woman ,→-PUNCT [#2260] your self development will be formed according to your individual features . For instance , professor A. Grigoriev has written in his book " Differences in development according to the sex " , that there are obvious differences between men 's and women 's development but it may be caused only by their attitude . Taking it into account , it will be a wrongful decision , if it is decided to organise such equalty→equalitySPELL [#2261] . One more example of the wrongfulness of this position is an interview which was published in October in 2012 in the newspaper " Comsomolskaya→KomsomolskayaSPELL [#2262] Pravda " . According to this social interview , there were formed different classification→classificationsNOUN:NUM [#2263] of fields in which male and female are interested . For example , man→menNOUN:NUM [#2264] are interested in hunting or cars ' repairing and women are interested in cooking and teaching , So→soORTH [#2265] , the→∅DET [#2266] establishing such equalities in universities will not give an opportunity to a huge amount→numberNOUN [#2267] of people to do the things they want to do . However , there are people who oppese→opposeSPELL [#2268] this opinion . Such people are usually try to fight for the rights of the→aDET [#2269] certain gender . Unfortunately , in this fight they sometimes forget that their ideas can be rather stupid , unneccessary→unnecessarySPELL [#2270] and→orCONJ [#2271] unnormal→abnormalSPELL [#2272] . Although it is very sagnificant→significantSPELL [#2273] to defende→defendSPELL [#2274] your rights , such type of changes in universities are unnecessary . According to the statistic→statisticsNOUN:NUM [#2275] presented by ITMO , who→aPRON [#2276]⚠️ has→had such a people at hadOTHER [#2277] such situation on the faculty of economics a lot of people→∅OTHER [#2278] lost their study places due to this experiment and as a resulted→resultMORPH [#2279] only few students who studied in these groups were satisfied with such situation . In conclusion , to my mind making→creatingVERB [#2280] such equality will be a wrongful decision because there→itPRON [#2281]⚠️ is→doesVERB [#2282] no→notOTHER [#2283] matter whether you are male of→orSPELL [#2284] female , a university should educate→provideVERB [#2285] you ∅→with educationOTHER [#2286] withough→withoutSPELL [#2287] such→introducingOTHER [#2288] ∅→anyDET [#2289] separation→segregationNOUN [#2290] . However , this topic is still very controversial .

{"id": 91}
The presented table illustrates how many people work in different spheres of economy ( hotel and catering , building , technology , education ) in the UK . The table includes information for two years : 1998 and 2006 . According to the data , the number of people engaged in each sector , has→hadVERB:TENSE [#2291] experienced a noticeable change since→fromPREP [#2292] 1998 ∅→to 2006OTHER [#2293] . In 1998 far more people in→fromPREP [#2294] each age group worked in ∅→building businesses OR the sphere ofOTHER [#2295] building . The most dramatic was the change for→inPREP [#2296] technology - we can see that jobs in this sphere are→wereVERB:TENSE [#2297] much more popular now→in 2006OTHER [#2298] . In the age group 18 - 25 35 times more→as manyOTHER [#2299] people work→workedVERB:TENSE [#2300] in technology now→in 2006OTHER [#2301] . For technology two groups of middle - aged people are→wereVERB:TENSE [#2302] approximately 7 and 13 times respectively bigger→asOTHER [#2303] now→asADV [#2304] compared→largeOTHER [#2305] to→inPREP [#2306] the→2006DET [#2307] data→asOTHER [#2308] of→inPREP [#2309] 1998 . Trends for hotel and catering and education are more steady , although we can also see some fluctuations . A closer look at the table reveals that the trends for different age groups are→wereVERB:TENSE [#2310] not always similar ∅→in ...OTHER [#2311] . In each sector far less→fewerADJ [#2312] people after 50 have→hadVERB:TENSE [#2313] an intention to change the sphere where→ofOTHER [#2314] they→theirDET [#2315] work . To sum up , there have been certain changes in the number→numbersNOUN:NUM [#2316] of people working in different sectors . The most dramatic changes we→∅PRON [#2317]⚠️ can see→be seenVERB:TENSE [#2318] in the technology sector , although each sector has→hadVERB:TENSE [#2319] experienced changes . Different age groups prefer→preferredVERB:TENSE [#2320] different occupations .

{"id": 92}
There has always existed a discussion about the most suitable age when children should start learning foreign languages . Some people think children should be taught ∅→foreignADJ [#2321] languages as early as possible while others believe it 's much better to start ∅→not earlierADV [#2322] at→than inPREP [#2323] ∅→theirDET [#2324] secondary school . On the one hand , we have a→∅DET [#2325] scientific evidence that children are able to memorize large amounts of information better→easierADV [#2326] in their early ages . What is more , children who were taught foreign languages when they were little , did→( afterwards ) spokeOTHER [#2327] it→themPRON [#2328]⚠️ more naturally . For instance , people who have parents speaking different languages make no→lessOTHER [#2329] effort when they learn two or three languages . As a result , such people can have a good command of several languages . On the other hand , some people claim that children have a→theDET [#2330] right simply to→to simplyWO [#2331] have→enjoyVERB [#2332] their childhood . That means that grown - ups should n't overload little children with information . Children should play games and enjoy their age . Besides , children can not make a wise decision about which languages they want→would likeVERB [#2333] to learn . Parents make such decision for them thinking that a language they have chosen for their child will be useful for him ∅→or her OR themOTHER [#2334] in the future . From my point of view , this is not fair . Personally , I tend to believe that children should start learning foreign languages when they are old enough for→toPART [#2335] deciding→decideVERB:FORM [#2336] for themselves which languages they really need and what to learn . That is why I think it 's not an advantage to start as early as possible . To conclude , children can start learning foreign languages in their early ages→ageNOUN:NUM [#2337] if they want it→toOTHER [#2338] . Nevertheless , parents should not decide for their children .

{"id": 94}
It is sometimes argued that→whetherPREP [#2373] children should begin learning foreign language in primary school or ∅→inPREP [#2374] secondary school . I can not completely agree or disagree with each→eitherDET [#2375] opinion and ∅→IPRON [#2376]⚠️ believe that all of them have some advantages and disadvantages . The argument in favor of the opinion that for children ∅→itPRON [#2377]✅ is better to learn language ∅→at earlyOTHER [#2378] in→anSPELL [#2379] early ages→ageNOUN:NUM [#2380] would be that in→atPREP [#2381] this age they→theirDET [#2382] memory is opened→openMORPH [#2383] for→toPREP [#2384] new information . Children in→atPREP [#2385] early ages→ageNOUN:NUM [#2386] took→takeVERB:TENSE [#2387] information better than when the→theyPRON [#2388]✅ become older . Also , I strongly stick to the view that when the→aDET [#2389] child grows up in the atmosphere where people speak foreign→severalADJ [#2390] language→languagesNOUN:NUM [#2391] ∅→/ more than one L1OTHER [#2392] they will easily remember new words and understand its→theirDET [#2393] meaning→meaningsNOUN:NUM [#2394] . Nevertheless , there can be some situations when children do not understand the importance of such learning and in this case it can be a can of worms . Some people would not agree with this opinion , though . They back up→OR supportOTHER [#2395] the idea that when children become older they clearly understand what they want and tend to→chase OR go forOTHER [#2396] their desires directly . However , in→atPREP [#2397] this age some children have problems with speaking and can not go→getVERB [#2398] through→overPREP [#2399] limits and ∅→certainADJ [#2400] bariers→barriersSPELL [#2401] . I believe that more often such problems connect→are connectedVERB:TENSE [#2402] with psychology and ∅→with theOTHER [#2403] attitude of ∅→aDET [#2404] child to people around them and to life→∅NOUN [#2405] in a→∅DET [#2406] whole . To sum up I am convinced that advantages and disadvantages of learning ∅→aDET [#2407] foreign language→languagesNOUN:NUM [#2408] in primary school do n't outweigh them→theSPELL [#2409] ∅→ones of doing itOTHER [#2410] in secondary school . It is a parents business to decide when they should enable→let ( OR make ) their childrenOTHER [#2411] their children to learn foreign language .

{"id": 98}
Every parent at the current moment has realizing→realisesVERB [#2476] that the competition for a future job ∅→isVERB:TENSE [#2477] is increasing→gettingVERB [#2478] significantly ,→harder ;OTHER [#2479] this reason brings→inducesVERB [#2480] the parent to think ∅→ofPREP [#2481] as→theOTHER [#2482] best as→∅PREP [#2483] possible ∅→wayNOUN [#2484] to prepare→provideVERB [#2485] their children with the best skill→skillsNOUN:NUM [#2486] to compete in future→∅OTHER [#2487] for ∅→a successful job aOTHER [#2488] successful job . On→OneSPELL [#2489] of the most important things that should be prepared→thought of / studiedOTHER [#2490] is the→aDET [#2491] foreign language . It 's good , if a child can speak a foreign language , because it will be a beneficial skill for him to apply ∅→inPREP [#2492] a future job in outside his home country . Some experts consider that teaching a foreign language for→toPREP [#2493] children at→inPREP [#2494] primary school is better than doing it in secondary ∅→schoolNOUN [#2495] . However , in my opinion , there are advantages and→∅OTHER [#2496] disadvantages ,→∅PUNCT [#2497] as well ∅→as advantages in itOTHER [#2498] . Firstly , primary school is the→aDET [#2499] place for children to develop their character→charactersNOUN:NUM [#2500] . As we know , that the first→mainADJ [#2501] duty of a primary school is building character , not skills . At this age , the children are→∅VERB:TENSE [#2502] still need a lot of time to play and they should use their time in primary school for it . So , they should n't study a difficult subject . However , ∅→IPRON [#2503]⚠️ based→can sayVERB [#2504] on→fromPREP [#2505] my own experience ,→thatOTHER [#2506] studying a foreign language such as English is→∅VERB:TENSE [#2507] really pressuring→pressuresVERB:FORM [#2508] my brain , I have to think ∅→about difficult materialsOTHER [#2509] and remember hard about→∅OTHER [#2510] the→themPRON [#2511]⚠️ materials→∅NOUN [#2512] . In opposite→on the contraryOTHER [#2513] , the children in secondary school are having→haveVERB:TENSE [#2514] stronger capacity and mentality→mental potentialOTHER [#2515] to study a hard subject like English . At secondary school , teaahers→teachersSPELL [#2516] not→do do n'tOTHER [#2517] need to focus on the→∅DET [#2518] character building anymore , they could→canVERB:TENSE [#2519] push the student to study on→∅PREP [#2520] a more difficult subject than in primary school , because , at this age the student have→∅VERB [#2521] already good→has a sufficientOTHER [#2522] brain capacity to study ∅→aDET [#2523] subject like English . In conclusion , I think that preparing→providingVERB [#2524] the→∅DET [#2525] children about→withPREP [#2526] foreign language skill→skillsNOUN:NUM [#2527] as soon as possible is a good decision , but we have to look ∅→at whether whetherPREP [#2528] are children ready or not→or not children are readyWO [#2529] for it . So ∅→, in my opinionOTHER [#2530] , teaching ∅→aDET [#2531] foreign language for→toPREP [#2532] children at primary school is not a good choice , however , teaching foreign language at secondary school is the best policy .

{"id": 100}
The better→bestADJ [#2573] age for children to begin to study foreign languages has been argued for many years . Some people believe that it is worthy→suitableADJ [#2574] to start earlier ∅→,PUNCT [#2575] at primary school . However , others argue that beginning to learn other languages at secondary school is ∅→aDET [#2576] better decision . So , this issue is going to be discussed underneath . It is generally believed that the knowledge we ∅→haveVERB:TENSE [#2577] got in the→ourDET [#2578] childhood is better remembered→remembered betterWO [#2579] . The same thing ∅→can be said about /OTHER [#2580] is with→true forOTHER [#2581] languages . At the→∅DET [#2582] primary school it is easier to learn something new . Moreover , organism of→children 'sOTHER [#2583] kids→childrenNOUN [#2584] is more flexible and they can be learned→learnVERB:TENSE [#2585] the right accent and grammar faster than elder→olderADJ [#2586] people . For instance , scientists ∅→haveVERB:TENSE [#2587] proved that children under the age of 12 can be taught almost everything because ∅→of the qualitiesOTHER [#2588] of their minds . Furthermore , if ∅→a foreign a foreignOTHER [#2589] language has been→wasVERB:TENSE [#2590] learned before 12 years old , the man→personNOUN [#2591] can become bilingual person→∅NOUN [#2592] . Nevertheless , some people consider that→∅PREP [#2593] it is→to beVERB:FORM [#2594] better to begin leaning ∅→aDET [#2595] foreign language at secondary school rather than at the→∅DET [#2596] primary school . They suppose that a child should learn his or her own language well→properlyADV [#2597] before commencing→beginning / startingOTHER [#2598] to be taught to→∅PREP [#2599] other languages . What is more , they think that two or more languages can mix ∅→upPART [#2600] in the mind ∅→,PUNCT [#2601] what→whichPRON [#2602]✅ causes→can causeVERB:TENSE [#2603] the→aDET [#2604] trauma for a child . However , languages present cultures . So , the child who started to learn ∅→aDET [#2605] foreign language earlier can be considered as ∅→a broadOTHER [#2606] broaden→broadMORPH [#2607] - minded ∅→personNOUN [#2608] . As a result ∅→,PUNCT [#2609] these children have better communicative→communicationMORPH [#2610] skills . To sum up , I would like to say : " So many men , so many minds " . Parents should decide what is more convenient for their child and when he or she should be taught foreign language→languagesNOUN:NUM [#2611] . However , personally , I suppose that it is better to begin learning ∅→foreignADJ [#2612] languages as earlier→earlyMORPH [#2613] as possible , for example , at the primary school ∅→levelNOUN [#2614] . To my mind , under these conditions children better understand→understand betterWO [#2615] the sense→featuresNOUN [#2616] of ∅→featuresNOUN [#2617] language and→the languageOTHER [#2618] even the culture of ∅→the theDET [#2619] country where people speak it .

{"id": 104}
Nowadays there is a common tendency to learn foreign languages in all over the world . So there is an actual question among parents whether to start→letVERB [#2675] their children study→start studyingVERB:TENSE [#2676] new languages at primary school or ∅→toVERB:FORM [#2677] do it when they get bigger→olderADJ [#2678] and go to the→∅DET [#2679] secondary school ? I think that the most effective→rightestOTHER [#2680] variant is to begin learning foreign languages at primary school . Firstly , younger children have better mental activity than older ones . It explains→can be is explainedVERB:TENSE [#2681] by the fact that the older you become the more information you have to get . At primary school there is no need to explore so much information as it is done→has to be exploredVERB [#2682] at secondary school . Secondly , children at primary school have less problems than people in secondary school . It is possible to say that their main problem is education . But people who study at secondary school have a wide range of additional problems like relations with their parents , girlfriends or boyfriends , job and so on . So this fact allows ∅→usPRON [#2683]✅ to say that at primary school it is easier to focus on the learning of a foreign language . But some people think that it is better to start learning new language at secondary school . Their main argument is that children at primary school can not understand the importance of what they do . They do it just because their parents or teachers told them ∅→toPREP [#2684] . But when children become older they began→beginVERB:TENSE [#2685] to understand the importance of knowledge of ∅→aDET [#2686] new language . And at this time enthusiasm appears in their hearts and they begin to study language not for marks but for their future . All in all , we all should understand that it is important to study new languages . And doing it at primary school is much more effective than doing it at secondary school when people get older .

{"id": 105}
The table illustrates the situation on→withPREP [#2687] ∅→theDET [#2688] most needed→wantedADJ [#2689] parts of job market . First of all , let ∅→usPRON [#2690]✅ take a look on a→theDET [#2691] situation in ∅→theDET [#2692] sector of hotel and catering ∅→,PUNCT [#2693] we can see a tendency of downword→downwardSPELL [#2694] interests→interestNOUN:NUM [#2695] of younger people ∅→agedVERB [#2696] 18 - 25 in this sphere . in other ages→age groupsNOUN [#2697] the level→quantityNOUN [#2698] of workers ∅→is gradually growingOTHER [#2699] from 26 to 65 years old is gradually growing→in this sphereOTHER [#2700] . In building sector we can see ∅→thatPREP [#2701] the number of interested people are plummefed→plummetedVERB [#2702] - in 1998 the amount of people from 26 -→toOTHER [#2703] 35 , who were involved in building was 79607 and in 2006 it becomes→becameVERB:TENSE [#2704] 46409 and we can notice this situation in→concerningPREP [#2705] every age . Thirdly ∅→,PUNCT [#2706] in technology we can see an extremely→extremeMORPH [#2707] increasing ∅→ofPREP [#2708] the level of people that working in that→∅DET [#2709] areas→areaNOUN:NUM [#2710] was→; it it hadOTHER [#2711] growing→grownVERB:FORM [#2712] over 70 percent -→wasOTHER [#2713] 454375 people from 26 to 35 , 193520 people from 56 to 65 and ofcourse→of courseORTH [#2714] ∅→the number ofOTHER [#2715] young people -→wasOTHER [#2716] 187600 . In education ∅→sectorNOUN [#2717] we see ∅→anDET [#2718] absolutely different situation from technology part ,→;PUNCT [#2719] the level of people who are→wereVERB:TENSE [#2720] interested in education is→wasVERB:TENSE [#2721] gradually→gradualMORPH [#2722] ∅→, butOTHER [#2723] tall , only the level of teachers from 26 to 35 years old are→wasVERB:TENSE [#2724] in approximately ∅→the sameOTHER [#2725] level . In conclusion I want→would likeVERB [#2726] to summarize some tendencies . Firstly , the most interesting→popularADJ [#2727] sector in 2006 is→wasVERB:TENSE [#2728] technology , there we can see an extremely→extremeMORPH [#2729] growing→growth of the number of workers at the ,OTHER [#2730] by contrast ∅→,PUNCT [#2731] the most uniterested→unpopularADJ [#2732] sector ∅→whichDET [#2733] is building . In sectors hotel & catering→ofOTHER [#2734] and education the amount of workers are→wasVERB:TENSE [#2735] fluetuafed→fluctuatedSPELL [#2736] .

{"id": 107}
This table indicates the number of people in different age groups working in ∅→different differentADJ [#2789] sectors in UK→∅OTHER [#2790] such as building ∅→theDET [#2791] ,→UKOTHER [#2792] education and ∅→other ones in theOTHER [#2793] other ∅→onesNOUN [#2794] . First of all , we can see that people aged 18 - 25 years , 26 - 35 years and 36 - 45 years were most popular specialists by ∅→theDET [#2795] sectore→sectorSPELL [#2796] of technology . For example , there were 454375 workers ∅→thereADV [#2797] in 2006 . Also in comparison with 1998 ∅→theDET [#2798] number of people from all ∅→age the ageOTHER [#2799] groups were→wasVERB:SVA [#2800] dramatically risen . We can see the same tendention→tendencySPELL [#2801] by ∅→theDET [#2802] sector of education . In contrast to these sectors ∅→,PUNCT [#2803] the ∅→certainADJ [#2804] number of people from all ∅→age the ageOTHER [#2805] groups left the sector of building . There were 112565 specialists in age group ∅→ofPREP [#2806] 18 - 25 years old in 1998 year and it→thisPRON [#2807]⚠️ has fallen to 86430 workers . The same tendention→tendencySPELL [#2808] was ∅→observedVERB [#2809] in all ∅→theDET [#2810] age groups . To summ→sumSPELL [#2811] up it all , we can say that people from all ∅→theDET [#2812] age groups prefer to go and work in ∅→theDET [#2813] sectors such as education and technology ∅→,PUNCT [#2814] because the number of people by these sectors grew up .

{"id": 108}
In this essay ∅→wePRON [#2815]✅ will be discussed→discussVERB:TENSE [#2816] a very important problem for society : is it good for children to learn ∅→aDET [#2817] foreign language at primary school ? Or maybe it will be better to learn it later ? I consider that the time at primary school is very important to use→getVERB [#2818] language skills . Kids in→atPREP [#2819] this age are not so→∅ADV [#2820] prepared ∅→enoughADV [#2821] to learn chemistry or physics . And on this occasion they must→can / couldOTHER [#2822] spend their time on learning language . It can be a good use of their time at primary school . In contrast to this argument , it can be said that children must spend their time at primary school on learning basic things from→forPREP [#2823] chemistry , physics and other subjects . But please : what will they understand ? What kind of program must→shouldVERB:TENSE [#2824] we create to teach kids these subjects ∅→so earlyADV [#2825] ? Finally , it must be said that young children at primary school are better prepared to learn languages . Why ? They live→areVERB [#2826] in→atPREP [#2827] the age which allows them to have a better mind→earNOUN [#2828] for learning languages . When do you learn→teachVERB [#2829] your→aDET [#2830] child to speak ? It happens when it→theyPRON [#2831]⚠️ is→areVERB:SVA [#2832] 2 - 3 years old . The scientists say that the best time for learning language is the age between three and seven years . It is the same time when a child begins to go at→toPREP [#2833] school . To summ→sumSPELL [#2834] up this information , I can say that my position is the following : we must use the ∅→earlyADJ [#2835] childhood to teach our children foreign languages because it is the best time for it . We must have→makeVERB [#2836] a good use of this age .

{"id": 111}
The table highlights→representsVERB [#2853] the numbers→numberNOUN:NUM [#2854] of people of different ages who was→wereVERB:SVA [#2855] working in certain working→workMORPH [#2856] categories→sectors / spheresOTHER [#2857] in the UK in 1998 and in 2006 . The→ADET [#2858] closer look at the data shows→revealsVERB [#2859] that it→therePRON [#2860]⚠️ was ∅→aDET [#2861] decreasing→decreaseMORPH [#2862] in all working categories→the work sectors / sectors / spheresOTHER [#2863] exept→exceptSPELL [#2864] technology in age group from 18 to 25 . This tendency can mean→signifyVERB [#2865] the→aDET [#2866] significant development in technologies . The same increasing→increaseMORPH [#2867] ∅→of the numberOTHER [#2868] of ∅→people working inOTHER [#2869] this category→sector / sector / sphereOTHER [#2870] can be found in all ∅→theDET [#2871] age groups . Moreover , there is a mass decreasing→decreaseMORPH [#2872] in building sector . For example , in age group of 26 to 35 the numbers→numberNOUN:NUM [#2873] was→∅VERB:TENSE [#2874] dropped from 79607 to 46409 . In age group from 36 to 45 the numbers→numberNOUN:NUM [#2875] changed from 21555 til→toPREP [#2876] approximately 19000 . The same situation of falling→decreaseNOUN [#2877] has→takesVERB [#2878] place in all ∅→theDET [#2879] age groups too . It indicates the bad situation on→inPREP [#2880] ∅→byPREP [#2881] building sector . To summarise all the information it should be said that the sector of technologies in the UK→increasedOTHER [#2882] was→itsOTHER [#2883] grown→numberNOUN [#2884] up→of employeesOTHER [#2885] from 1998 to 2006 and the sector of building fell→decreasedVERB [#2886] down→itOTHER [#2887] .

{"id": 115}
The table illustrates the changing→changesMORPH [#3023] in proportional→proportionsMORPH [#3024] of people working→who workedOTHER [#3025] in the difference sectors of the UK economy→economicsMORPH [#3026] . It shows how has been changed→∅OTHER [#3027] the number of people ∅→had changedVERB [#3028] from 1998 to 2006 in→withinPREP [#3029] the five age groups . As ∅→itPRON [#3030]⚠️ is shown by the table ∅→,PUNCT [#3031] the most significant increasing→increaseMORPH [#3032] of ∅→theDET [#3033] number of people is→wasVERB:TENSE [#3034] in the technology sphere . Young people from 18 to 25 years old is prefer to do work connecting→connectedVERB:FORM [#3035] with new technology , the amount of them has rocketed→such people increasedOTHER [#3036] in about 36 times less then→?OTHER [#3037] for→?OTHER [#3038] 10→?OTHER [#3039] years→UNCLEARNOUN [#3040] . In contrast , hotel and catering sphere become→becameVERB:TENSE [#3041] less popular for the youngs→youngstersSPELL [#3042] ,→;PUNCT [#3043] it is the only sector , where the number of people are→hadVERB:TENSE [#3044] decreased from 1998 to 2006 . The sector of building has become→becameVERB:TENSE [#3045] more attractive for all ∅→theDET [#3046] age groups , but mostly for people from ∅→theDET [#3047] first and ∅→theDET [#3048] second groups→group groupNOUN [#3049] ( 18 - 25 and 26 - 35 ) , for ∅→theDET [#3050] second group the number has→rose / hadOTHER [#3051] rosen doubly . The changing→changesMORPH [#3052] in the sector od→ofPREP [#3053] education was→wereVERB:SVA [#3054] not so considerable as in another→the otherOTHER [#3055] sectors , but in the fifth ∅→groupNOUN [#3056] , the oldest group→oneOTHER [#3057] , ∅→therePRON [#3058]✅ was ∅→aDET [#3059] double increased→increaseMORPH [#3060] .

{"id": 116}
There are different views on ∅→what isOTHER [#3061] the most appropriate age for starting learning ∅→foreignADJ [#3062] languages . One supposes that it→childrenOTHER [#3063] should start ∅→itPRON [#3064]⚠️ in the primary school , another ∅→thinks that it is better to beginOTHER [#3065] in the secondary school . In my point of view , ∅→foreignADJ [#3066] languages must be begin→learntVERB [#3067] to→fromPART [#3068] learn→startingVERB [#3069] as early as possible . There are several advantages of it and they will be explained→describedVERB [#3070] in this essay . First of all , child ∅→'sNOUN:POSS [#3071] memory is better than adult ∅→'sNOUN:POSS [#3072] one . This fact was proved by scientists , children get new knowledges→knowledgeNOUN:INFL [#3073] faster and more→MAYBEADV [#3074] qualified→easierADJ [#3075] than other people . For example , many sport activities are requared→requiredSPELL [#3076] to begin in the early ages : skating , hocking→playing hockeyOTHER [#3077] , ∅→doingVERB [#3078] athleting→athleticsSPELL [#3079] - in these sports it is impossible to become successful professional sportsmen if you begin ∅→toVERB:FORM [#3080] do it later . Secondly , it is more efficience→efficientSPELL [#3081] for children , because of ∅→aDET [#3082] big amount of free time in the→∅DET [#3083] primary school . There are not many different subject→subjectsNOUN:NUM [#3084] that are obligated to study by→obligatory forOTHER [#3085] pupils ∅→for studyOTHER [#3086] and they may to→∅VERB:FORM [#3087] spend more time for→onPREP [#3088] learning ∅→aDET [#3089] foreign language . In secondary school there are various→is a varietyOTHER [#3090] of difficult and complicated subject→subjectsNOUN:NUM [#3091] , for instance ∅→,PUNCT [#3092] chemistry and physics , which requares→requireSPELL [#3093] all ∅→your time / student 'sOTHER [#3094] time to be learn→studiedVERB [#3095] properly . In conclusion , it should be said that there is→areVERB:SVA [#3096] no disadvantages of the chance to ∅→begin studying /OTHER [#3097] begin ∅→toVERB:FORM [#3098] study ∅→aDET [#3099] foreign language earlier than in secondary school , because ∅→theDET [#3100] process of learning for children in the primarily→primaryMORPH [#3101] school is more→∅ADV [#3102] easier than in the secondary school , and , what is more , pupils in the primarily→primaryMORPH [#3103] school have less subjects to study and consequently ∅→aDET [#3104] lot of time to study ∅→a foreign foreignOTHER [#3105] language .

{"id": 118}
There is a tendency in the modern society of Western countries : more and more parents come to a conclusion that it is better to make their children learn as much as possible in→atPREP [#3127] an early ages→ageNOUN:NUM [#3128] . Is it good for children to start learning ∅→aDET [#3129] foreign language at primary school or shall→shouldVERB:TENSE [#3130] we let the children live their childhood ∅→carefreeNOUN [#3131] ? I 'd rather say yes ∅→to the first partOTHER [#3132] . Firstly , it is a known fact the→thatPRON [#3133]✅ learning ∅→aDET [#3134] foreign language is a perfect way to develop memory , which is very important at a young age , especially in XXI century , where the amount of information consumed rises very fast . Another reason for the→aDET [#3135] child to start learning ∅→theDET [#3136] second language at primary school are→is the theOTHER [#3137] benefits→benefitNOUN:NUM [#3138] of being more→betterADV [#3139] educated . Let 's face the truth : in a world full of other people that 'd like to get the same job , wins the one who has more skills - and ∅→knowledge of aOTHER [#3140] foreign language is one of those skills . Moreover , it is→will beVERB:TENSE [#3141] likely→beneficialADJ [#3142] to know any→someDET [#3143] other language besides your native so that you will be able to contact with more people from other countries . And the most important thing→isOTHER [#3144] :→,PUNCT [#3145] when the child starts learning other→anotherDET [#3146] language , he ∅→or sheOTHER [#3147] gets more organized , knowing from an early ages→ageNOUN:NUM [#3148] what the→∅OTHER [#3149] time -→∅PUNCT [#3150] management is and how to work with it . Though→NeverthelessADV [#3151] , there are other opinions on that . Some people think that too many activities are hard for a child and sometimes it can be faced→leadVERB [#3152] on→toPREP [#3153] emotional deseases→problemsNOUN [#3154] . Also , the most serious reason is that young boys and girls lose the precious time of childhood , with all those fantasies , friends and street games . To sum up , I 'd like to say that ∅→byPREP [#3155] of→noOTHER [#3156] course→meansNOUN [#3157] parents should→should parentsWO [#3158] not→∅ADV [#3159] give too much work to do for their children , letting them feel the spirit of fun ∅→andCONJ [#3160] freedom ∅→,PUNCT [#3161] but they should not forget that starting learning some science , languages is a very good start for children to develop themselves .

{"id": 119}
The table graph gives information about people in different age groups who worked in a→∅DET [#3162] various professional areas in the UK in two period→periodsNOUN:NUM [#3163] of time ( 1998 and 2006 years ) . To begin with the→,OTHER [#3164] several trend→trendsNOUN:NUM [#3165] are revealed by the graph . The most noticeable trend here→weOTHER [#3166] it→thatPRON [#3167]✅ can be seen→seeVERB:TENSE [#3168] ∅→here isOTHER [#3169] that technology sector was more popular than other sector→sectorsNOUN:NUM [#3170] in all age groups . For example , young people ∅→theDET [#3171] in→atPREP [#3172] ∅→theDET [#3173] age ∅→ofPREP [#3174] 26 - 35 years ∅→oldADJ [#3175] who prefered→preferredVERB:INFL [#3176] technology→biggestADJ [#3177] had→wereVERB [#3178] the bigest number in this area→largest groupOTHER [#3179] . In addition , one should point out that unspecially→especiallySPELL [#3180] this sector had ∅→aDET [#3181] dramaticly→dramaticallySPELL [#3182] upwart→upwardSPELL [#3183] trend since 1998 in all groups . On the other hand , if one turned→turnsVERB:TENSE [#3184] to the building sector , it can be seen that here was ∅→aDET [#3185] downward trend . Excpecially→EspeciallySPELL [#3186] this statement is based ∅→onPREP [#3187] the fact that ∅→theDET [#3188] number of young people ib→inSPELL [#3189] 18 - 25 age group is→∅VERB:TENSE [#3190] declined from 112565 people to 86430 people and it→therePRON [#3191]⚠️ was ∅→aDET [#3192] similar phenomen→phenomenaSPELL [#3193] for all age groups . As for other two→the otherOTHER [#3194] sectors ( hotel catering and education ) ∅→,PUNCT [#3195] it can be said that ∅→theDET [#3196] number of people who worked in ttese→theseSPELL [#3197] professional→professionsMORPH [#3198] was fluctured→fluctuatedVERB [#3199] but not very slight→slightlyMORPH [#3200] . To sum up , the main thing that can be observed ∅→isVERB [#3201] that during→withPREP [#3202] the→∅DET [#3203] time people changed themselves provesional→professionallySPELL [#3204] in different areas and in the→∅DET [#3205] 2008 year→∅NOUN [#3206] , technology sector was the most popular .

{"id": 124}
Nowadays ∅→, the theOTHER [#3292] question about→ofPREP [#3293] learning ∅→aDET [#3294] foreign language for children at primary or secondary school more and more→interests parentsOTHER [#3295] intrested→interestsSPELL [#3296] parents ,→andOTHER [#3297] teachers in→∅PREP [#3298] all of→overPREP [#3299] the world . This essay will examine different points of view about→onPREP [#3300] this intresting→interestingSPELL [#3301] question . There are ∅→aDET [#3302] number of reasons why learning ∅→aDET [#3303] foreign language in primary school is better than in secondary . One of the positive aspect→aspectsNOUN:NUM [#3304] is that children start learning simple aspects of ∅→aDET [#3305] new languege→languageSPELL [#3306] ∅→,PUNCT [#3307] and ∅→,PUNCT [#3308] when he→theyPRON [#3309]⚠️ go to the→∅DET [#3310] secondary school he→theyPRON [#3311]⚠️ have ∅→aDET [#3312] base of new knowlege→knowledgeSPELL [#3313] so ,→, soWO [#3314] he→they startOTHER [#3315] learning ∅→theDET [#3316] new language very fast . For example , my sister start→has startedVERB:TENSE [#3317] learning english→EnglishORTH [#3318] in ∅→theDET [#3319] first class and she has n't→noOTHER [#3320] proplem→problemSPELL [#3321] with otter→otherADJ [#3322] subjects . She can→∅VERB:TENSE [#3323] speak very good on both→wellOTHER [#3324] languages ∅→very wellADV [#3325] . But ∅→, on theOTHER [#3326] learning→aOTHER [#3327] foreign language ∅→,PUNCT [#3328] on the other hand ∅→,PUNCT [#3329] better in secondary school , and many parents agree with me . They think that children need to learning→learnVERB:FORM [#3330] his→theirDET [#3331] national→nativeMORPH [#3332] language very good ,→wellOTHER [#3333] and that→thisSPELL [#3334] knowleges→knowledgeSPELL [#3335] giving→is givenVERB:TENSE [#3336] for→toPREP [#3337] children ∅→inPREP [#3338] primary school . The→∅DET [#3339] goverment→governmentSPELL [#3340] statictic→statisticsSPELL [#3341] shows→showVERB:SVA [#3342] that more pupiles→pupilsSPELL [#3343] leaning→are learningVERB [#3344] both language→languagesNOUN:NUM [#3345] . But ,→∅PUNCT [#3346] some children knows→knowVERB:SVA [#3347] ∅→theDET [#3348] foreing→foreignSPELL [#3349] language better than national→their native languageOTHER [#3350] . In secondary school ∅→,PUNCT [#3351] they have much→manyADJ [#3352] problems whith→withSPELL [#3353] national→their nativeOTHER [#3354] language and other sudjects→subjectsSPELL [#3355] . All in all , I think that learning forieng→a foreignOTHER [#3356] language is better in secondary school , than in primary , but , they→childrenOTHER [#3357] need to learning→learnVERB:FORM [#3358] both language→languagesNOUN:NUM [#3359] in secondary school ,→∅PUNCT [#3360] because today people→thereOTHER [#3361] have→isVERB [#3362] globalization in all modern countries , which→whereOTHER [#3363] speak in→∅PREP [#3364] many language→languagesNOUN:NUM [#3365] .

{"id": 128}
Nowadays , in a modern world people should know more than one language . Therefore , there is a trend to teach children foreign languages as sooner→soonMORPH [#3464] as possible . However , does it do more good than bad ? In this essay ∅→,PUNCT [#3465] it→IPRON [#3466]⚠️ will be tried→tryVERB:TENSE [#3467] ∅→toVERB:FORM [#3468] to discussed→discuss discussVERB:TENSE [#3469] ∅→itPRON [#3470]⚠️ . First of all , knowing ∅→aDET [#3471] of→aOTHER [#3472] foreign language is absolutely necessary nowadays . Sooner→The The soonerDET [#3473] you will→∅OTHER [#3474] start to learn→learningVERB:FORM [#3475] is→theOTHER [#3476] better ,→∅PUNCT [#3477] because in childhood the memory is more flexible and more accomodative→accommodatingSPELL [#3478] to foreign languages . So , it will be possible to learn and know more different languages and to be cosmopolitan . However , in the→∅DET [#3479] early childhood , children are not very determined to learn . Given by→∅PREP [#3480] the statistics in→forPREP [#3481] elementary school→schoolsNOUN:NUM [#3482] in Russian Federation in 2010 , there are→isVERB:SVA [#3483] no significant success in learning foreign languages . The opposite situation is with elder→olderADJ [#3484] schoolers ,→pupilsOTHER [#3485] who show positive results in language education . Let 's do n't make→not putOTHER [#3486] too much pressure in→onPREP [#3487] little children . The learning of languages should be enjoyable . To crown it all , considering ∅→theDET [#3488] to→theOTHER [#3489] opinions , learning language→language learningWO [#3490] in the→∅DET [#3491] early childhood is rather fruitless . So there would be much more profits→profitNOUN:NUM [#3492] for young people ,→∅PUNCT [#3493] when→ifOTHER [#3494] they start learning foreign languages in secondary school ∅→andCONJ [#3495] understanding what they are doing . As a result , nowadays ∅→itPRON [#3496]✅ is absolutely necessary to know foreign languages . It is valuable in education , business ∅→, andOTHER [#3497] , ∅→andCONJ [#3498] tourist→tourismMORPH [#3499] spheres . Hence , very young children usually have not→noOTHER [#3500] significant success in learning foreign languages . So , there would be much more advantages , in my opinion , when→ifOTHER [#3501] children start learning foreign languages when they are a little ∅→moreADV [#3502] mature and understand ∅→theDET [#3503] profits of learning foreign languages . Even so , so many men , so many minds .

{"id": 130}
There is a→anDET [#3534] opinion ,→∅PUNCT [#3535] that for→it is moreOTHER [#3536] ∅→aDET [#3537] child ∅→itPRON [#3538]✅ is more→aOTHER [#3539] effective ∅→toVERB:FORM [#3540] start learn→learningVERB:FORM [#3541] an→∅DET [#3542] another language at ∅→aDET [#3543] young age ( ∅→the in theOTHER [#3544] first years of school ) . First of all , the level of a child 's comptence→competenceSPELL [#3545] for→atPREP [#3546] ∅→theDET [#3547] start educate→learningVERB [#3548] a new language depends on parents . They can influence on→∅PREP [#3549] the process of study . New→A Learning a newOTHER [#3550] language is a huge stress for a small child , and the responsibility of→forPREP [#3551] this decision is on the parents . They must understand ,→∅PUNCT [#3552] that all the→∅DET [#3553] children are different , and their capabacity→capabilitySPELL [#3554] for→ofPREP [#3555] learning ∅→aDET [#3556] language are→isVERB:SVA [#3557] not the same . So , the→toOTHER [#3558] begin time of→∅OTHER [#3559] study→studyingVERB:FORM [#3560] a→theDET [#3561] second language is first of all ∅→aDET [#3562] question of→∅PREP [#3563] parents ∅→have to decide onVERB [#3564] , but teachers can also have a responsibility of→forPREP [#3565] these→thisDET [#3566] decision . They ( teachers ) can underline ,→emphasiseOTHER [#3567] that for small→aOTHER [#3568] person→child itOTHER [#3569] is more→∅ADV [#3570] easier to learn by heart some new words and new grammar structure . Child→A childDET [#3571] at ∅→theDET [#3572] age of 6 - 7 can adopt→adaptVERB [#3573] in different→to a foreignOTHER [#3574] language sphere . Secondly , quickly→quickMORPH [#3575] of→∅PREP [#3576] foreign adoption→perceptionNOUN [#3577] - is the main plus of earliest study→earlyOTHER [#3578] language ∅→studiesNOUN [#3579] . In→OnPREP [#3580] the other side→hand ,OTHER [#3581] it may be a really hard empouvment→endeavorNOUN [#3582] for ∅→aDET [#3583] child . Some→some childrenOTHER [#3584] can do some think→thingsNOUN [#3585] ( ∅→suchADJ [#3586] as a→∅DET [#3587] learning a lot of new information by heart ) and some could→caVERB:TENSE [#3588] n't . The plus of education→learningVERB [#3589] ∅→aDET [#3590] new language in secondary school is ∅→theDET [#3591] the experience ∅→a child has hadOTHER [#3592] and the more→∅ADV [#3593] clear→clearerADJ:FORM [#3594] imagine→imageNOUN [#3595] of ∅→howADV [#3596] your→toOTHER [#3597] desires→studyOTHER [#3598] . Nevertheless it 's always to begin a new theme ( project ) to educate . And finally ∅→,PUNCT [#3599] I would like to add , that it 's a very private and unique theme→personal issueOTHER [#3600] - a→∅DET [#3601] capabacity→capabilitySPELL [#3602] of learning a second language . It depends from→onPREP [#3603] various factors and have→hasVERB:SVA [#3604] a lot of advantages and disadvantages , but it 's still being a hard question ∅→when best to start learning a foreign langugaeOTHER [#3605] to answer .

{"id": 132}
Nowadays ∅→,PUNCT [#3623] many people says→sayVERB:SVA [#3624] that the→∅DET [#3625] children must learn→start learningVERB:TENSE [#3626] ∅→aDET [#3627] foreign language from primary school . Consequently they→TheyORTH [#3628] are absolutely right ∅→,PUNCT [#3629] but ∅→,PUNCT [#3630] when some children begin to learn language early→a language ,OTHER [#3631] they meet with→∅PREP [#3632] any→manySPELL [#3633] problems . What are this→theseDET [#3634] problems ? What are the advantages and disadvantages of learning ∅→aDET [#3635] foreign language in primary school ? When ∅→aDET [#3636] child began to learn→begins learningVERB:FORM [#3637] , for example , English in primary school , he→theyPRON [#3638]⚠️ get the nessecary→necessarySPELL [#3639] basis for the next→furtherOTHER [#3640] studing→studyingSPELL [#3641] . Certainly , he→theyPRON [#3642]⚠️ may learn the main words such as " mother " ,→andOTHER [#3643] " father " ∅→,PUNCT [#3644] and the next step of studing→studyingSPELL [#3645] woild→wouldSPELL [#3646] be more easy→easierADJ:FORM [#3647] . It is very important for the forming of the children 's own vocabulary . Good luggage of words→vocabularyOTHER [#3648] is the main part of the→∅DET [#3649] learning of→aOTHER [#3650] language . But it may have some disadvantages . Children ∅→atPREP [#3651] in→anSPELL [#3652] early ages→ageNOUN:NUM [#3653] have the ability to learn words only→only wordsWO [#3654] . They ca n't learn and understand tenses ,→∅PUNCT [#3655] because it is too hard for them . They will have an→theDET [#3656] ability to learn tenses only from 8 or 9 years old . However ∅→,PUNCT [#3657] children in ∅→theirDET [#3658] early years may learn to speak on→∅PREP [#3659] English . If they will→∅VERB:TENSE [#3660] watch TV→∅NOUN [#3661] cartoons in English ∅→,PUNCT [#3662] they→itPRON [#3663]⚠️ would be useful , beneficial and pleasurable for them because the best form of learning is the→∅DET [#3664] hearing of the→∅OTHER [#3665] foreign speech everyday→every dayORTH [#3666] . So , there are many interesting things in→regardingOTHER [#3667] this problem . Learning ∅→aDET [#3668] foreign languge→languageSPELL [#3669] from primary school have→hasVERB:SVA [#3670] more pleasurable effect→effectsNOUN:NUM [#3671] for children then→than ifOTHER [#3672] they are learning it from secondary school .

{"id": 133}
The gpaph→graphSPELL [#3673] shows the→different types ofOTHER [#3674] post - school qualification→educationNOUN [#3675] in Australia and percent proportion of men→theOTHER [#3676] and→inOTHER [#3677] women→percentageNOUN [#3678] . First of all , there are five different levels : skilled vocational , under - graduate→undergraduate educationOTHER [#3679] , postgraduate ∅→educationNOUN [#3680] . Bachelor→, bachelorPUNCT [#3681] 's degre→degreeSPELL [#3682] and Master→masterORTH [#3683] 's degree . In the first group ∅→,PUNCT [#3684] there are→isVERB:SVA [#3685] near→aboutOTHER [#3686] 90 % of men and only 10 % of women . Skilled vocational diploma is the→aDET [#3687] group with the biggest amount of men→malesNOUN [#3688] . But for women ∅→,PUNCT [#3689] the most popular level is ∅→the undergraduateOTHER [#3690] Undergraduate→undergraduateORTH [#3691] . There are 72 % of women . Also ∅→,PUNCT [#3692] in the third group amount→theOTHER [#3693] of wonen→womenSPELL [#3694] more→exceedsOTHER [#3695] than number→theOTHER [#3696] of men . It 's a Bachelor 's degree . The difference between ∅→the number ofOTHER [#3697] women and men ∅→in percentageOTHER [#3698] is only 10 percent . In→onPREP [#3699] the next two levels of post - school qualifications another situation ∅→occursVERB [#3700] . The proportion in postgraduate diploma→theOTHER [#3701] and Master→master 'sOTHER [#3702] 's degree are→is the following :OTHER [#3703] 70 % of men ,→andOTHER [#3704] 30 % of women→and in the postgraduate diplomaOTHER [#3705] and 60 % of men and 40 % of women ∅→in master 's degreeOTHER [#3706] . Finally , as ∅→itPRON [#3707]⚠️ can be seemed→seenVERB [#3708] from→onPREP [#3709] the chart , amount→theOTHER [#3710] of men , as a rule , more→exceedsOTHER [#3711] then→theSPELL [#3712] amount→∅NOUN [#3713] of women in post - school→theOTHER [#3714] qualification . Women prefer undergraduate→anOTHER [#3715] diploma , while men choose skilled→aOTHER [#3716] vocational diploma .

{"id": 134}
In the modern world , there are many ways to express your ideas to the world . But some rules do n't allow to do it . It→TheseOTHER [#3717] rules were made by govement→theDET [#3718] . Is it normal or ∅→doesVERB:TENSE [#3719] it needs→needVERB:SVA [#3720] in→∅PREP [#3721] changes ? On the one hand , the→∅DET [#3722] freedom can give different→you variousOTHER [#3723] ways to show→demonstrateVERB [#3724] what you can do . For example , Internet→theOTHER [#3725] provides a lot of ways for→toPART [#3726] showing→shareVERB [#3727] photography , ∅→for andOTHER [#3728] museums for→for museumsWO [#3729] showing→to showVERB:FORM [#3730] ∅→pictures in theirOTHER [#3731] pictures ∅→in their collectionsOTHER [#3732] . You can record the→aDET [#3733] song and give it to the→aDET [#3734] radio station . As a result , people receive new→aOTHER [#3735] music hit , beautiful→aOTHER [#3736] photo or interesting→anOTHER [#3737] film . Also , the freedom provide→providesVERB:SVA [#3738] your→youPRON [#3739]⚠️ chance→with aOTHER [#3740] to find , that→whatPRON [#3741]✅ you want to do in life . But is→doesVERB [#3742] there→it haveOTHER [#3743] only pluses ? On the other→AfterOTHER [#3744] hand→all ,OTHER [#3745] , such freedom can be dangerous for all→everyoneOTHER [#3746] . People use their possibility→opportunitiesNOUN [#3747] for→to realizeOTHER [#3748] bad ideas . It can lead to mistakes→variousADJ [#3749] . Such→, suchPUNCT [#3750] as bad opinion→thoughtsNOUN [#3751] or , in some cases , revolution→aOTHER [#3752] . Our children listen to music in→onPREP [#3753] ∅→theDET [#3754] internet ∅→,PUNCT [#3755] and we can not control all→everythingPRON [#3756]⚠️ that they do . Some clips→moviesNOUN [#3757] and video→videosNOUN:NUM [#3758] is→areVERB:SVA [#3759] awful . Is it OK→permissableADJ [#3760] ,→forOTHER [#3761] that→aDET [#3762] child singing→singsMORPH [#3763] russian→RussianORTH [#3764] rap ? No . It should be under control . As→∅PREP [#3765] a→ThatDET [#3766] result→is whyOTHER [#3767] , I disagree with this opinion . If there is no government restriction , it will have→lead leadVERB [#3768] ∅→toPREP [#3769] bad and negative result→resultsNOUN:NUM [#3770] . I can not say , that ∅→theDET [#3771] government have to→mustVERB [#3772] strongly control all actions→the activities in the activities in the societyOTHER [#3773] , but ∅→some rules must beOTHER [#3774] there are→OROTHER [#3775] must ∅→beVERB:TENSE [#3776] be different rules→∅NOUN [#3777] . In some cases , government→theOTHER [#3778] have→hasVERB:SVA [#3779] to support creative people to open→spotVERB [#3780] and show→help to developVERB [#3781] their own talants→talentsSPELL [#3782] and ideas and give→to supportVERB [#3783] him→themPRON [#3784]✅ right way to do this .

{"id": 141}
The chart below shows the difference in level of post - school qualification ∅→according to genderOTHER [#4024] in Australia in 1999 . There→ItPRON [#4025]⚠️ is→illustratesVERB [#4026] proportion→aOTHER [#4027] of→betweenPREP [#4028] men and woman→womenNOUN:NUM [#4029] ∅→in percentageOTHER [#4030] . First→theOTHER [#4031] point→areaNOUN [#4032] of comparison is " skilled vocational diploma . A huge amount of man→menNOUN:NUM [#4033] have this diploma , but only 10 percents→percentNOUN:NUM [#4034] of woman→womenNOUN:NUM [#4035] have this→itPRON [#4036]✅ . Another point→type of educationOTHER [#4037] is postgraduate diploma→educationNOUN [#4038] . Twice→twice asADV [#4039] higher→highADJ:FORM [#4040] number of man→menNOUN:NUM [#4041] have this ∅→qualificationNOUN [#4042] in comparison with woman→womenNOUN:NUM [#4043] . Also ∅→,PUNCT [#4044] there is a 20 percent advantage of man→menNOUN:NUM [#4045] in number→theOTHER [#4046] of people , who having→hadVERB:FORM [#4047] ∅→master 'sOTHER [#4048] Master→master 'sOTHER [#4049] 's degree . From the another point of view , twice bigger→as bigOTHER [#4050] amount→theOTHER [#4051] of woman→womenNOUN:NUM [#4052] have an undergraduate diploma→educationNOUN [#4053] . One→TheDET [#4054] more→thirdADJ [#4055] point→areaNOUN [#4056] is Bachelor→bachelor 'sOTHER [#4057] 's degree . More→A bigger amount ofOTHER [#4058] woman→womenNOUN:NUM [#4059] have this degree . In conclusion , it needed→needsVERB:TENSE [#4060] to be said that both gender→gendersNOUN:NUM [#4061] are→wereVERB:TENSE [#4062] interested in post - school qualification and wanting→wantedVERB:FORM [#4063] to get it . But man→menNOUN:NUM [#4064] and woman→womenNOUN:NUM [#4065] chouses→choseSPELL [#4066] a different diplomas and education programms→programsSPELL [#4067] . Also ∅→,PUNCT [#4068] it needed→needsVERB:TENSE [#4069] to be said that man→menNOUN:NUM [#4070] a→areOTHER [#4071] fewer more→lessADV [#4072] interested in achieving an additional education and grade .

{"id": 143}
It is clear that ∅→we liveOTHER [#4090] in a world ∅→whereADV [#4091] many creative people with their own opinions and ideas ∅→are restricted by the governmentOTHER [#4092] in different→their creativeOTHER [#4093] countries→theOTHER [#4094] government restrict→are restrictedVERB:TENSE [#4095] ∅→by inPREP [#4096] their creative ∅→realisationNOUN [#4097] . I believe that ∅→theDET [#4098] government do→∅VERB:TENSE [#4099] not should→should notWO [#4100] restrict creative people like artists , film directors and musicians in their creative→creativityMORPH [#4101] . In→AsPREP [#4102] a result of what they do we get that what ∅→canVERB:TENSE [#4103] help us to improve yourself→ourselvesPRON [#4104]✅ . We go to the→∅DET [#4105] art gallerys→galleriesNOUN:INFL [#4106] and music conserts→concertsSPELL [#4107] and enjoy it . We leave→liveVERB [#4108] in freedom country→a freeOTHER [#4109] and we can get everithing→everythingSPELL [#4110] for→toPART [#4111] make our live→lifeSPELL [#4112] better . If ∅→theDET [#4113] government will restrict→restrictsVERB:TENSE [#4114] our life it will be→∅VERB [#4115] look like Germany in 1941 . Bu→ButSPELL [#4116] if creative people get very big freedom they are begin make→toOTHER [#4117] dirty art and do not respect history . For example ∅→,PUNCT [#4118] different modern films about second→WorldOTHER [#4119] warld→WorldSPELL [#4120] war→WarORTH [#4121] . So I think that ∅→theDET [#4122] government do→∅VERB:TENSE [#4123] not should→should notWO [#4124] restrict creative people ∅→soADV [#4125] hard but should watching→watchVERB:TENSE [#4126] and easy→easilyMORPH [#4127] control them/→themOTHER [#4128] ∅→only if necessary/OTHER [#4129] Overall , in the world meny→thereADV [#4130] talanted→talentedSPELL [#4131] people who want to make something wonderful for society and ∅→theDET [#4132] goverment→governmentSPELL [#4133] should help them realise yourself→themselvesPRON [#4134]✅ .

{"id": 145}
Nowadays art have→hasVERB:SVA [#4159] ∅→aDET [#4160] really important role in people 's life . The people→- PeopleOTHER [#4161] can to have possible→a possibilityOTHER [#4162] to show you and your talantes→talentsSPELL [#4163] or may be just look at it , because it can be interested→interestingMORPH [#4164] for them . I partily→partlySPELL [#4165] agree with that artists can be given the→-OTHER [#4166] freedom for their arts . I think that all people must to→∅VERB:FORM [#4167] have possible→a possibilityOTHER [#4168] to show their talantes→talentsSPELL [#4169] ,→∅PUNCT [#4170] or ∅→toVERB:FORM [#4171] show to other people their imagine→imaginationMORPH [#4172] in their realised ideas . Artists must to→∅VERB:FORM [#4173] have freedom for their→∅DET [#4174] creativites→creativitySPELL [#4175] ,→∅PUNCT [#4176] otherwise it will not ∅→beVERB [#4177] useful for their→themPRON [#4178]✅ ,→∅PUNCT [#4179] because probably they can do something really attractive , impressive and wonderful , but if it will ∅→beVERB:TENSE [#4180] banned people will not know about it . For example ∅→,PUNCT [#4181] it already was→happenedVERB [#4182] with→toPREP [#4183] some writers , who been→wereOTHER [#4184] beened→bannedSPELL [#4185] to read and print books , but in ∅→theDET [#4186] present time these writers become→are becomingVERB:TENSE [#4187] really popular and important in our history . But on the other hand→HoweverOTHER [#4188] not any→allDET [#4189] arts→artNOUN:NUM [#4190] may→canVERB [#4191] to→beVERB:TENSE [#4192] show→shownVERB:FORM [#4193] to wide public . May be→MaybeORTH [#4194] it→therePRON [#4195]✅ will be some censorship or ∅→a aDET [#4196] ban to→onPART [#4197] show→showingVERB:FORM [#4198] on→inPREP [#4199] public place→placesNOUN:NUM [#4200] ,→or different pieces of art can beOTHER [#4201] or ∅→different pieces of art can beOTHER [#4202] banned due to→for people of certainOTHER [#4203] age .→∅PUNCT [#4204] Anyway ∅→,PUNCT [#4205] I think that for any arts→artNOUN:NUM [#4206] exist→there areOTHER [#4207] people , who want to look at it , and pay for it . In my view the→-OTHER [#4208] all artists can to→∅VERB:FORM [#4209] have freedom for their arts→artNOUN:NUM [#4210] ,→∅PUNCT [#4211] but ∅→inPREP [#4212] another sutiation→situationSPELL [#4213] censorship , may→canVERB:TENSE [#4214] be need→neededVERB:FORM [#4215] to decide some aspests→aspectsSPELL [#4216] before show→showingVERB:FORM [#4217] it arts→artMORPH [#4218] to wide public . For Artists→artistsORTH [#4219] important→∅ADJ [#4220] freedom ∅→is importantOTHER [#4221] for arts→artNOUN:NUM [#4222] ,→∅PUNCT [#4223] and I think that they can to→∅VERB:FORM [#4224] have it . And ∅→toVERB:FORM [#4225] do it , and goverment must to→∅VERB:FORM [#4226] control it , but it will→shouldVERB:TENSE [#4227] not be very strict .

{"id": 149}
Nowadays , there ∅→areVERB [#4262] many categories of art ,→.PUNCT [#4263] It is music , drawing , crafts , storyes→storiesSPELL [#4264] and books . People can create everything or→andCONJ [#4265] enjoy art , that ∅→wasVERB:TENSE [#4266] created by other people . Most people are aware that artists today express their feelings with ∅→theDET [#4267] help ∅→ofPREP [#4268] words , notes , music , songs . It is a common belief that they created→createVERB:TENSE [#4269] projects for money , but it ∅→isVERB [#4270] not always true . For example , a person feeling→is whoOTHER [#4271] bad , and when he playing→can playVERB:TENSE [#4272] guitar or piano , he→andOTHER [#4273] feel yourself→himselfPRON [#4274]✅ better . If ∅→aDET [#4275] creative person will do→doesVERB:TENSE [#4276] own→hisOTHER [#4277] style with government 's recommendations , him→hisDET [#4278] project will not ∅→beVERB [#4279] original and interesting . Whereas , arts→artNOUN:NUM [#4280] and crafts are gave→giveVERB:TENSE [#4281] enjoy→enjoymentMORPH [#4282] for people around the world and gave→giveVERB:TENSE [#4283] many→a lot ofOTHER [#4284] thing→thingsNOUN:NUM [#4285] in→toPREP [#4286] national→nationMORPH [#4287] or world 's→∅NOUN:POSS [#4288] culture . On the other hand→HoweverOTHER [#4289] , many projects , that→the areOTHER [#4290] created by artists , very→can beOTHER [#4291] provocation→provocativeMORPH [#4292] . In comparison with classic art , modern ideas links→can be linkedVERB:TENSE [#4293] this→toOTHER [#4294] politican→politicsSPELL [#4295] , economic and life 's problems . There are many difference→differentMORPH [#4296] opinions about this ∅→kind ofOTHER [#4297] works . In one point of view , it is ∅→aDET [#4298] good chance for→toPART [#4299] express true situations , for example , in my country or people around me . Nevertheless , many works are→pictureOTHER [#4300] murder , killers , sex in open space . It is not normally→normalMORPH [#4301] , for example , for children . All in all , in my opinion , that artists should ∅→beVERB:TENSE [#4302] given the freedom to ∅→vocalize hisOTHER [#4303] own ideas , but government should control special→certainADJ [#4304] works . The main reason→∅OTHER [#4305] why control→thereOTHER [#4306] should be ∅→controlNOUN [#4307] , it→is thatOTHER [#4308] is ∅→that there areOTHER [#4309] many conflicts ,→∅PUNCT [#4310] which links→are linkedVERB:TENSE [#4311] with provocation→provocativeMORPH [#4312] arts→artNOUN:NUM [#4313] , also→andOTHER [#4314] children should not seen→seeVERB:FORM [#4315] all things ,→∅PUNCT [#4316] that open now . Creative projects are always interesting , but artists should always think about results of ∅→theirDET [#4317] own works and people 's feelings and answers , which can be .

{"id": 151}
At present , people believe that creative artists can show→expressVERB [#4328] theirs opinion in different sphares→spheresSPELL [#4329] of art freely . Let us discuss pluses and mineses→minusesSPELL [#4330] about→ofPREP [#4331] it and what→∅PRON [#4332]⚠️ should government→government shouldWO [#4333] to→∅VERB:FORM [#4334] do . The biggest advantage here is freedom of conscisness→consciousnessSPELL [#4335] . If humans with the wide imagination can express their own ideas how→in any wayOTHER [#4336] they want , their brain does→isVERB [#4337] not ∅→afraidADJ [#4338] afraid that somebody forbids him or her to do it . They can imagine a lot of unusuall→unusualSPELL [#4339] things and it can be useful for the world . This is the way how great works ,→∅PUNCT [#4340] like "→∅PUNCT [#4341] Monoliza→Mona LisaNOUN [#4342] "→LisaOTHER [#4343] or anything else→othersOTHER [#4344] was→wereVERB:SVA [#4345] born . However , there are some people who think that creative celebrities exaggerate a lot of things and some of them are crazy . They reckon that the government ought to ban them . That humans→People areOTHER [#4346] confident that the→∅DET [#4347] creative artists have their own groups there→whereADV [#4348] they can provide→expressVERB [#4349] theirs ideas and points of view in the narrow circle . If somebody new is interested in it , he or she can come to this group and learn it . In my opinion , creative people should speak about their music , films , pictures and about other works , but in a careful form→wayNOUN [#4350] . If somebody is interested in it he or she will come to a concert , cinema , exhibition and so on . To sum up , I think that advantages about expressing their ideas are greater than disadvantages . If somebody do→doesVERB:SVA [#4351] not want to see it he or she will not . This is the→everybody 'sOTHER [#4352] personal choice of everybody→∅OTHER [#4353] .

{"id": 153}
Arts play the→anDET [#4362] important part in people 's life . Sometimes the goverment→governmentSPELL [#4363] try to control of→∅PREP [#4364] artists but it is→is itWO [#4365] so nessesary→necessarySPELL [#4366] ? This essay will eximene→examineSPELL [#4367] different points of view→viewsNOUN:NUM [#4368] on the free→freedom ofOTHER [#4369] art and my opinion on the these→thisDET [#4370] theme→topicNOUN [#4371] . Some people think that the→∅DET [#4372] morden→modernSPELL [#4373] art need→needsMORPH [#4374] to→inPREP [#4375] a→beOTHER [#4376] control→controlledVERB:FORM [#4377] . The main reason why today many artists should not do what they want is the bad influence ∅→they may haveOTHER [#4378] on a→theDET [#4379] society . Today there are many perforanses→performancesSPELL [#4380] and installations where people ∅→harm their health -OTHER [#4381] cut themselves ,→orOTHER [#4382] harm→destroyVERB [#4383] their health and→∅OTHER [#4384] body is→inSPELL [#4385] destroyed→destroyVERB:FORM [#4386] ∅→their body in some other wayOTHER [#4387] . Throuout→ThroughoutSPELL [#4388] of the 20→20thOTHER [#4389] centiry→centurySPELL [#4390] in ∅→theDET [#4391] USSR all the→allDET [#4392] art→artsNOUN:NUM [#4393] was→wereVERB:SVA [#4394] restriction→restrictedMORPH [#4395] by the goverment→governmentSPELL [#4396] and it→therePRON [#4397]⚠️ was the whole culture ,→∅PUNCT [#4398] that was learnd→learnedSPELL [#4399] ∅→in orderOTHER [#4400] to be great people ,→∅PUNCT [#4401] who do n't lie and→orCONJ [#4402] kill . On the other hand , art it is the→aDET [#4403] free profession ∅→,PUNCT [#4404] and there are many examples when without the goverment→governmentSPELL [#4405] artists do really beatiful→beautifulSPELL [#4406] things sush→, , suchOTHER [#4407] as drawing→drawingsNOUN:NUM [#4408] and paintings of Renessans→RenaissanceSPELL [#4409] . Artists need the→∅DET [#4410] fredoom→freedomSPELL [#4411] because their works help to show the society that→whatPRON [#4412]⚠️ they really feel and ∅→that theyOTHER [#4413] think about some qustions→questionsSPELL [#4414] . For example , under→at the time ofOTHER [#4415] the disaster in Ukraine , in Mosckow→MoscowSPELL [#4416] there are→wereVERB:TENSE [#4417] many pictures in ∅→theDET [#4418] streets . They try→triedVERB:TENSE [#4419] to attract attantion→attentionSPELL [#4420] to some society→socialOTHER [#4421] , ecological , political and other problems . Marina Abramovich keep→donatesVERB [#4422] money on→forPREP [#4423] the safe→safetyMORPH [#4424] of the→∅DET [#4425] our planet , she take→shootsVERB [#4426] video perfomcences→performancesSPELL [#4427] and then sell→sellsVERB:SVA [#4428] it→themPRON [#4429]✅ . All in all , the→∅DET [#4430] art influenses→influencesSPELL [#4431] on→∅PREP [#4432] the society . I think art do→doesVERB:SVA [#4433] n't need the→anyDET [#4434] control because artists are creative people and they must not→do n't have toOTHER [#4435] do what people want ∅→them to doOTHER [#4436] .

{"id": 154}
The bar chart compares the→-OTHER [#4437] numbers of→based onPREP [#4438] popularity between males and fe - males→femalesOTHER [#4439] whose→whoPRON [#4440]✅ chose the different directions in their profession in 1999 in Australia . As can be seen from the chart , the most popular qualification among males was a skilled vocational diploma . The percentages→percentageNOUN:NUM [#4441] of man→menNOUN:NUM [#4442] who did→madeVERB [#4443] this choice are→isVERB:SVA [#4444] just over 90 % . This figure is more than twice higher than the amount of males who decided to have a→anDET [#4445] undergraduate diploma . The number of man who chose a bachelor→BachelorORTH [#4446] 's degree was at about 45 % . On the second and third places of→based onOTHER [#4447] popularity were a postgraduate diploma and a master→MasterORTH [#4448] 's degree , at 70 % and 60 % respectively . As regards ∅→toPREP [#4449] females , their the→-OTHER [#4450] most popular kind of qualification had a different→differenceMORPH [#4451] regarding to the man 's directions . It was an undergraduate diploma , at just over 70 % , unlike the amount of women who chose a bachelor→BachelorORTH [#4452] 's degree , at nearly 55 % . The least popular kind of post - school qualifications among females was a skilled vocational , that is completely reverse compared to the males . The other two qualifications were approximately similar , at nearly 30 % and 40 % . To sum up , the level of popularity of post - school qualifications was absolutely different between man→menNOUN:NUM [#4453] and wimen→womenSPELL [#4454] during this period in Australia .